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Number sense in early and elementary mathematics education

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Department of Early Childhood/University of Ioannina   

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Journal of Research in Education and Training  | ΕΚΤ eJournals   

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Number sense in early and elementary mathematics education (EN)
Obersteiner, Andreas
Verschaffel, Lieven
Torbeyns, Joke
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
2015-12-03
no abstract (EL)
Number sense is crucial in daily life and therefore an important aspect of education. The development of number sense recently attracted the attention of an increasing number of researchers in the domains of cognitive and developmental (neuro)psychology, (psychology of) mathematics education, special education, and educational neuroscience. In this article, we integrate and discuss the major results of these numerous studies on children’s acquisition of number sense. We start with the definition of the concept of number sense. Afterwards, we summarize the major findings on children’s acquisition of number sense from infancy to the early school years. Next, we provide an overview of recent intervention studies aiming at stimulating the development of number sense in young children. We end with a summary of the major findings and future issues for studies in this domain (EN)
higherorder number sense (EN)
numerical magnitude comparison (EN)
number board games (EN)
numerical magnitude representation (EN)
lowerorder number sense (EN)
mental number line (EN)
number line estimation (EN)
intervention (EN)
Number sense (EN)
strategy competencies (EN)
Επιστημονική Επετηρίδα Παιδαγωγικού Τμήματος Νηπιαγωγών Πανεπιστημίου Ιωαννίνων
English
Παιδαγωγικό Τμήμα Νηπιαγωγών, Πανεπιστήμιο Ιωαννίνων - Dept. of Early Childhood Education (EL)
1108-4634
2241-200X
Επιστημονική Επετηρίδα Παιδαγωγικού Τμήματος Νηπιαγωγών Πανεπιστημίου Ιωαννίνων; Τόμ. 5 (2012); 60-75 (EL)
Journal of Research in Education and Training; Vol. 5 (2012); 60-75 (EN)
https://creativecommons.org/licenses/by-nc-sa/4.0
Copyright (c) 2015 Joke Torbeyns, Andreas Obersteiner, Lieven Verschaffel (EN)
Department of Early Childhood/University of Ioannina
Journal of Research in Education and Training
Articles



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