Abstract
Gravemeijer's (1999, 2004) construct of a local instruction theory suggests a means of offering teachers a framework of reference for designing and engaging students in a set of sequenced, exemplary instructional activities that support students' mathematical development for a focused concept. In this paper we offer a local instruction theory to guide the design of a set of instructional activities in support of the development of number sense. We make explicit the goals, assumptions, underlying rationale, and related instructional activities and provide examples from a mathematics content course for preservice elementary teachers. In this way, we contribute to an elaboration of the construct of local instruction theory.
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