International Electronic Journal of Mathematics Education

Teaching Number Sense for 6th Graders in Taiwan
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2009 - Volume 4 Issue 2, pp. 92-109
  • Published Online: 08 Aug 2009
  • Article Views: 647 | Article Download: 1028
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Yang D, Hsu C. Teaching Number Sense for 6th Graders in Taiwan. Int Elect J Math Ed. 2009;4(2), 92-109.
APA 6th edition
In-text citation: (Yang & Hsu, 2009)
Reference: Yang, D., & Hsu, C. (2009). Teaching Number Sense for 6th Graders in Taiwan. International Electronic Journal of Mathematics Education, 4(2), 92-109.
Chicago
In-text citation: (Yang and Hsu, 2009)
Reference: Yang, Der-Ching, and Chun-Jen Hsu. "Teaching Number Sense for 6th Graders in Taiwan". International Electronic Journal of Mathematics Education 2009 4 no. 2 (2009): 92-109.
Harvard
In-text citation: (Yang and Hsu, 2009)
Reference: Yang, D., and Hsu, C. (2009). Teaching Number Sense for 6th Graders in Taiwan. International Electronic Journal of Mathematics Education, 4(2), pp. 92-109.
MLA
In-text citation: (Yang and Hsu, 2009)
Reference: Yang, Der-Ching et al. "Teaching Number Sense for 6th Graders in Taiwan". International Electronic Journal of Mathematics Education, vol. 4, no. 2, 2009, pp. 92-109.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Yang D, Hsu C. Teaching Number Sense for 6th Graders in Taiwan. Int Elect J Math Ed. 2009;4(2):92-109.

Abstract

This study reports on two excerpts from a 6th grade Taiwanese class, describing how a teacher examined and promoted his students’ development of number sense. It illustrates an effort to integrate number sense activities into the mathematics curriculum in ways that encourage exploration, discussion, thinking and reasoning. The results indicate that number sense can be developed through well-designed number sense activities, effective teaching, and a good learning environment. It also demonstrates that students’ number sense and mathematical thinking can be promoted through the use of multiple representations.

References

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License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.