Abstract
This text focuses on the development of number sense, specifically addressing the challenges associated with understanding the number system, including the connections to and difficulties in early arithmetic learning. It provides a synthesis of the scientific literature related to this development. It concludes by proposing a hypothesis for the development of number sense, associated with the construction of dynamic and pictorial mental representations. This continuum proposes five key phases: perception of small quantities, additive thinking, multiplicative thinking and pre-place value, passage to tens and passage to hundreds and understanding place value.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of Research in Science, Mathematics and Technology Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
