NOMAD 10(1), 2005. Investigating the development of number sense in a 6th grade class in Taiwan

 

ROBERT E. REYS & DER-CHING YANG

Abstract
This research study reports snapshots of a 6th grade Taiwanese class depicting how a teacher investigated and promoted his students' development of number sense. It illustrates students' tendency to rely on written algorithms and reveals some misconceptions that may exist among students that are generally proficient in written computation. It demonstrates an effort to integrate number sense activities into the mathematics class in ways that encourage exploration, discussion, thinking, and reasoning.

Sammanfattning
Denna studie ger en bild av hur en taiwanesisk lärare undersökte och stärkte sina elevers taluppfattning. Eleverna gick i årskurs 6 och man sysslade med bråk. Resultaten illustrerar elevernas benägenhet att förlita sig på nedskrivna algoritmer och avslöjar några missuppfattningar som kan förekomma bland elever som är skickliga på sådana. Studien presenterar ett försök att i klassens arbete integrera aktiviteter som stöder taluppfattningen genom att uppmuntra till utforskande, diskussion, tänkande och resonemang.

ROBERT E. REYS
Robert E. Reys is Curators´ Professor of Mathematics Education, University of Missouri, USA. His research interests include mental computation, estimation and number sense. More recently he has been focusing on research related to doctoral programs in mathematics education.

DER-CHING YANG
Der-Ching Yang is professor at the Graduate Institute of Mathematics Education, National Chiayi University, Taiwan. His research interests are number sense and evaluations in mathematics.