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ERIC Number: EJ1120083
Record Type: Journal
Publication Date: 2016
Pages: 40
Abstractor: As Provided
ISSN: ISSN-1473-0111
An Exploratory Study of a Story Problem Assessment: Understanding Children's Number Sense
Shumway, Jessica F.; Westenskow, Arla; Moyer-Packenham, Patricia S.
International Journal for Mathematics Teaching and Learning, v17 n3 2016
The purpose of this study was to identify and describe students' use of number sense as they solved story problem tasks. Three 8- and 9-year-old students participated in clinical interviews. Through a process of holistic and qualitative coding, researchers used the number sense view as a theoretical framework for exploring how students' number sense was reflected in their numerical reasoning and verbal explanations of strategies for solving story problems. The results suggest that students' coordination of number sense constructs affords flexibility in problem-solving and deeper understanding of place value. Implications for classroom practice and mathematics education research are discussed.
Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A