Factors affecting the development of number sense and its influence on Grade 12 learners' performance in mathematics in the Oshana education region PDF Download
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Author: Shiwana T. Naukushu
Publisher:
ISBN:
Category : Arithmetic
Languages : en
Pages : 190
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Book Description
Author: Shiwana T. Naukushu
Publisher:
ISBN:
Category : Arithmetic
Languages : en
Pages : 190
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Book Description
Author: Kakoma Luneta
Publisher: Springer Nature
ISBN: 3030827232
Category : Education
Languages : en
Pages : 311
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Book Description
The book represents a crop of wide-ranging research conducted by renown scholars in sub-Sahara Africa revolving around mathematics teaching and professional development programs for mathematics teachers. The research-based proposals and actual how-to-conduct professional development initiatives that enhance effective mathematics instruction are rooted in teacher input and informed by learners’ errors and misconceptions. The book provides a comprehensive snapshot on mathematics teaching, learning and effective professional development programmes for mathematics teachers in sub-Sahara Africa. It is the only research output that advances and disseminates issues of mathematics education and research in the region with input from South Africa, Kenya, Rwanda, Uganda, Malawi, Namibia, Lesotho, Ethiopia and Zimbabwe.
Author: Patemoshela N. Silas
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 224
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Book Description
Author: Nancy Krasa
Publisher: Brookes Publishing Company
ISBN:
Category : Education
Languages : en
Pages : 252
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Book Description
Short and highly accessible book that guides readers in recommending evaluation and testing for math learning disabilities.
Author:
Publisher:
ISBN: 9780729803489
Category : Mathematics
Languages : en
Pages : 128
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Book Description
Author: Rena Marie Shull
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 642
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Book Description
In 1993, twenty students (ten in the fourth grade and ten in the eighth grade) participated in a research study. Number sense data were collected as part of the research study. The students were administered a written number sense test (WNST) developed by the researchers. The twenty students were then individually interviewed and were asked number sense questions. The interview sessions were videotaped. The 1996 research project investigated the development of number sense in these students. Sixteen of the twenty students from the 1993 study participated in the 1996 study. In January 1996, all 16 students were administered a written number sense test (WNST). Six students, three eleventh-grade students and three seventh-grade students, were selected for individual interview sessions. All eleventh-grade students showed growth in the development of number sense which was reflected in the performance on the WNST as well as the individual interviews. Six eleventh-grade students remained in the same level of number sense as three years earlier and two eleventh-grade students advanced one level. The results for the seventh-grade students were mixed. The development of number sense of the seventh-grade students varied from moderate increase to no growth (or at least no discernible growth). It may be that number sense, as measured by the WNST, is relatively unstable for fourth-grade students. Results of this study indicate that the development of number sense is highly individualized. Analysis of the strategies exhibited indicates that the students tended to use strategies similar to those exhibited three years earlier. The ability to generalize, using abstract terms, appears to be an indicator of number sense.
Author: Jessica F. Shumway
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Instruction for developing students' number sense is a critical area of research in mathematics education because of the role number sense plays in early mathematics learning. Specifically, number system knowledge has been identified as a key cognitive mechanism in number sense development. The purpose of this mixed methods study was to explore variations in second-grade students' number sense development as they engaged in a counting-focused instructional treatment, geared towards developing number system knowledge, for differing amounts of time. Sixty second-grade students participated in number sense assessments and two students participated in in-depth, task-based interviews to provide quantitative and qualitative data to investigate the change and development of students' number sense during the instructional treatment. A generalized estimating equations (GEE) analysis showed an associated average increase in test scores for students participating int 9 weeks of the instructional treatment as compared to students participating in 3 weeks of the instructional treatment. This indicated that the counting-focused instructional treatment influenced and changed students' number sense. An important implication of this result is that it highlights the importance of number sense developing over time with multiple, connected experiences. The in-depth analyses of two cases showed learning growth from pretest to posttest for a low-achieving and high-achieving student. However, the two students' number sense developed in different ways and their access of number system knowledge varied. Shifts in learning mainly occurred after 6 weeks of the instructional treatment and depended on the student's existing use of number sense. The implication of this result is that the multiple access points and the high-ceiling of the instructional treatment benefited low- and high-achieving students in this study. Findings from the study showed that the counting-focused instructional treatment provided number sense learning opportunities for students from a wide range of abilities and backgrounds within the classroom setting. For many teachers, it is difficult to orchestrate differentiated, whole-class mathematics instructional activities due to their students' wide ranging mathematics abilities. This study identifies a promising instructional practice for elementary mathematics teachers that can facilitate opportunities for students to develop their number sense during whole-class mathematics instruction.
Author: Vi Le Nguyen
Publisher:
ISBN:
Category :
Languages : en
Pages : 53
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Book Description
Understanding the real number system plays a very important role in each student's mathematical achievement. The Texas Essential Knowledge and Skills (TEKS) for Mathematics Subchapter A. Elementary states, "For students to become fluent in mathematics, students must develop a robust sense of number" (TEKS Subchapter A Elementary, 2012). Knowledge of the real number system and number sense develops over several years. Once students get to high school, they are expected to have a large amount of knowledge about the real number system and number sense in order to effectively start and complete their high school math courses. However, many high school students struggle with real number concepts and operations. The purpose of this project is to investigate the area(s) of number sense that high school students need to understand in order to be successful in mathematics. A number sense assessment tool was developed specific to students at the secondary level. The tool was used to evaluate the number sense of 124 high school students in varied mathematics courses. The outcomes of the number sense assessment were compared with the students' most recent standardized math score, as well as the grade of the first quarter of the highest common level high school math class. The result shows a positive correlation between secondary students' number sense knowledge and their mathematics ability.
Author: Gervasius H. Stephanus
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 298
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Book Description
Author: Brittany Caldwell
Publisher:
ISBN:
Category : Counting
Languages : en
Pages : 44
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Book Description
Why are some children entering school unable to count, while others are able to do simple addition? It may be that early experiences, like practice with numbers and extra resources to promote logical thinking, lay the foundation for how children and adults understand and use math in their everyday lives. The major objectives of this thesis are to explore the 1) link between children's intuitive number sense and their development of exact number concepts, 2) influence of language on early math achievement, and 3) influence of socioeconomic factors on various aspects of cognitive development. Participants included 133 preschool aged children from San José, California, and Middletown, Connecticut. Children's development was assessed in three areas: number language, number sense, and general vocabulary. After completion of the tasks, demographic information, such as family income and education, was collected through surveys sent home to parents. Results show that parent income is related to children's general vocabulary but not related to number language or number sense. General vocabulary is also linked to children's number language, with evidence that the relationship between number sense and general vocabulary is mediated by children's number language.
