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ERIC Number: EJ818864
Record Type: Journal
Publication Date: 2008
Pages: 6
Abstractor: ERIC
Reference Count: 10
ISBN: N/A
ISSN: ISSN-1326-0286
Early Spatial Thinking and the Development of Number Sense
Bobis, Janette
Australian Primary Mathematics Classroom, v13 n3 p4-9 2008
Number sense has been recognised as central to young children's development of mathematics for a number of decades. A student with a "good" sense of number normally has a thorough understanding of relationships among numbers and operations--being able flexibly to partition and combine numbers in convenient ways to allow appropriate estimations and mental calculations to be made. Components of number sense also include a facility with basic facts, an understanding of place value, the ability to use meaningful benchmarks or referents for numbers (such as 0.48 is nearly 1/2), and an understanding of the relative and absolute magnitude of numbers. This article shows how young children's spatial structuring abilities can contribute to an emerging sense of number through a collection of activities that may encourage the parallel development of children's spatial and number sense. (Contains 5 figures.)
Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A