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ERIC Number: EJ901003
Record Type: Journal
Publication Date: 2004-Sep
Pages: 4
Abstractor: ERIC
Reference Count: 4
ISBN: N/A
ISSN: ISSN-1053-4512
Promote Number Sense
Gurganus, Susan
Intervention in School and Clinic, v40 n1 p55-58 Sep 2004
"Number sense" is "an intuition about numbers that is drawn from all varied meanings of number" (NCTM, 1989, p. 39). Students with number sense understand that numbers are representative of objects, magnitudes, relationships, and other attributes; that numbers can be operated on, compared, and used for communication. It is fundamental knowledge that mathematics, grounded in numbers and with all its rules and operations, has an inherent "sense" that can be used by the student in flexible ways to solve problems. Number sense continues to be developed throughout a student's mathematics education and applies to a wide range of concepts. Number sense is not a curriculum topic but, rather, is the connectedness of number knowledge throughout the curriculum. This article offers strategies for promoting number sense development across the grade levels: early number sense structures, numerical understanding, and the development of more complex numbers and number relationships. (Contains 3 figures.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A