NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1097457
Record Type: Journal
Publication Date: 2014
Pages: 8
Abstractor: As Provided
Reference Count: 22
ISBN: N/A
ISSN: N/A
Assessing Developmental Students' Number Sense: A Case Study
Ali, Parveen
NADE Digest, v8 n1 p2-9 Fall 2014
The data for this study were gathered from an assignment consisting of 10 number sense related mathematics problems completed in an algebra course at developmental level. The results of the study suggest that a majority of developmental mathematics students use routine algorithmic procedures rather than mathematical reasoning to solve problems. They lack quantitative judgment or estimation skills. Only a small percentage of students utilize benchmarks to mentally compare numbers and are unable to use numbers in convenient ways to simplify calculations. A socio-constructive approach to teaching that encourages multiple procedures for problem-solving and invites students to invent and discuss ways to solve a numerical situation is recommended in this study. Educators are encouraged to question, facilitate, and engage rather than model solutions to their students.
National Association for Developmental Education. 170 Kinnelon Road Suite 33, Kinnelon, NJ 07405. Tel: 877-233-9455; Fax: 973-838-7124; e-mail: office@nade.net; Web site: http://nade.net
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania