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.