• Communications of Mathematical Education
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• v.29 no.1
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• pp.1-18
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• 2015

Mathematics education emphasizes on nurturing number sense, but researches on this have been scarce, and most of them has been confined to elementary level students. This thesis, therefore, tried to analyze how elementary students solve mathematics sense problems in order to give some insight into how to teach number sense. For this, this thesis categorized into two ways of using number sense and algorithm as problem solving, and analyzed students' responses using test sheets. Accordingly, middle school students showed higher score on the number sense test and higher rates of using number sense than elementary students. In addition, students showing higher achievement used both number sense and algorithm, but those of lower achievement were more likely to use only algorithm. Plus, among students showing higher achievement, middle school students used more number sense than elementary school students, but there was not meaningful difference among those showing lower achievement. Lastly, It was shown that there was difference in the rate using number sense according to the number sense components.

• Journal of the Korean School Mathematics Society
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• v.8 no.4
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• pp.423-444
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• 2005

Despite the importance of number sense, computational skills have been emphasized in elementary mathematics curriculum. There is lack of research on number sense. Against this background, this study analyzed the way 137 sixth grade students coped with routine computation problems and with problems requiring number sense. Students performed better on the computation tasks than on the number sense tasks. With regard to the number sense tasks, many students had a tendency to implement direct computation rather than to use number sense appropriate to the given contexts. Students also had difficulties in making use of effective benchmarks or applying the knowledge of number and operation to various problem contexts. An implication is that students should explore multiple tasks requiring number sense as an integral part of their mathematics learning in order to develop number sense.

• Journal of The Korean Association of Information Education
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• v.23 no.4
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• pp.343-353
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• 2019

The purpose of this study is to analyze the elementary pre-service teachers' preferred strategies while they solve problems which require number sense and to study a way to improve their number sense ability based on computational thinking. In a survey with 57 elementary pre-service teachers using the instrument consisting of two different number sense components, they preferred much more the rule-based strategies to the number sense-based strategies, which was consistent with the prior studies[13][14][20]. To change this situation, we present a way to improve their number sense ability by utilizing the analyzed results and the nine computational thinking components which were suggested by CSTA and ISTE(2011).

• The Mathematical Education
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• v.47 no.1
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• pp.61-74
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• 2008

The objective of this research is to verify the effect after development and application of a program for advance of number sense. This program presents an opportunity to explore suitable ways for the characteristics of problems by clarifying the meaning of number and operation through various thought processes, not focused on algorithm. To fulfill the objectives I developed the program for advance of number sense, and verify the effect on the improvement of number sense after applying to the developed program. As a result, it was confirm that this program was helpful to the improvement of the students' mathematical aptitude which resulted in a positive change in their attitude.

• Communications of Mathematical Education
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• v.19 no.1 s.21
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• pp.303-304
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• 2005

• The Mathematical Education
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• v.44 no.4 s.111
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• pp.587-602
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• 2005

The primary purpose of this study was to investigate how number sense performance of sixth graders was and what every character of five components of number sense possessed by sixth graders was. For the this purpose, Two kinds of studies were conducted : a descriptive study by pencil-and-paper tests(Basic Test, Number Sense Test) and a clinical study by interviews. The conclusions drawn from the results obtained in the this study were as follows : First, students were highly scored in Basic Test but not highly scored equally in Number Sense Test. Second, students hardly used the benchmarks and lacked consideration of the reasonableness about computation results. Interview results were that students' notion about the meaning, and the greater - than and less - than relations for fractions was weak and students tended to not use number sense but apply standard algorithm and compute numbers in the question without thinking.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.2
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• pp.502-514
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• 2016

The purpose of this research is to identify the level of number sense, the attitude toward mathematics and the mathematics teaching efficacy of pre-service elementary special education teachers and to verify the mediation effect of mathematics teaching efficacy between number sense and attitude toward mathematics. 70 university students participated in research. The results from this study are as following: First, the level of number sense among pre-service elementary special education teachers was not so high. They had negative attitude toward mathematics and their mathematics teaching efficacy was on the average level. Second, positive correlationships were shown between number sense and attitude toward mathematics and between number sense and mathematics teaching efficacy. The mediating effect of the mathematics teaching efficacy in the relationship between number sense and attitude toward mathematics was found. The limitations of the study and directions for future studies were discussed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.2
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• pp.807-814
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• 2014

The purpose of this study is to analyze storytelling factors and mathematics contents of 'Eddy, the clever fox' on TV animation. The scenario and animation were analyzed according as criterion based on relevant materials. The results are as follows: First, Characters are 11 animals, Eddy is a problem solver. An ordinary story happens in the snow-covered woodland village. There is no story plot. And the story consists dialogue, song and narration. Second, mathematics contents in the animation appear in order number sense, geometry, measurement, data analysis and probability, pattern. So 'Eddy, the clever fox' is valuable as edutainment.

• School Mathematics
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• v.10 no.2
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• pp.297-317
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• 2008

This study was designed to gain insight to adopt CAS into secondary level algebra education in Korea. Most inactive usage of calculators in math and most negative effects of calculators on their achievements of Korean students were shown in International studies such as TIMSS-R. A comparative study was carried out with consideration of mathematical backgrounds and technological environments. 8 Korean students and 26 US students in Grade 11 were participated in this study. Subjects' Problem solving process and their strategies of CAS usage in classical Box-problem with CAS were analyzed. CAS helped modeling by providing symbolic manipulation commands and graphs with students' mathematical knowledge. Results indicates that CAS requires shifts focus in algebraic contents: recognition of decimal & algebraic presentations of numbers; linking various presentations, etc. The extent of instrumentation effects on the selection of problem solving strategies among Korea and US students. Instrumentation

• Journal of Educational Research in Mathematics
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• v.17 no.4
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• pp.359-380
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• 2007

This study was conducted with two 6-graders to identify how were their proportional reasoning abilities, whether they evolved proportional thinking in a various context, and what had influence on their proportional thinking. The findings, as previous researches noted, suggested that the proportional expression obtaining by instrumental understanding could not provide rich opportunities for students to improve understanding about ratio and proportion and proportional reasoning abilities, while being useful for determining the answers. The students were able to solve proportional problems with incorporating their knowledge of divisor, multiples, and fraction into proportional situations, but not the lack of number sense. The students easily solved proportional problems experienced in math and other subjects but they did not notice proposition in problems with unfamiliar contexts.