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ERIC Number: EJ842577
Record Type: Journal
Publication Date: 2009
Pages: 7
Abstractor: ERIC
Reference Count: 27
ISBN: N/A
ISSN: ISSN-0040-0599
The Components of Number Sense: An Instructional Model for Teachers
Faulkner, Valerie N.
TEACHING Exceptional Children, v41 n5 p24-30 May-Jun 2009
At the heart of the recent focus on mathematics has been an increased emphasis on developing students' "number sense." Ironically, although growing as a force in the education literature, number sense has not been clearly defined for teachers. Teachers need specific support in understanding how to develop number sense in students, to guide their learning as they plan for and provide instruction and, ultimately, to ensure that they are spending time encouraging students to do the thinking that will improve number sense. This article discusses "The Components of Number Sense," an instructional model designed to support teachers' efforts to improve their mathematics instruction. This model provides a framework for teachers to think of math as a set of connected principles and to present the math to students in this fashion. (Contains 2 figures.)
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina; United States