• Communications of Mathematical Education
• /
• v.29 no.1
• /
• pp.1-18
• /
• 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 Association of Information Education
• /
• v.23 no.4
• /
• pp.343-353
• /
• 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).

• Journal of the Korean School Mathematics Society
• /
• v.8 no.4
• /
• pp.423-444
• /
• 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 Korea Academia-Industrial cooperation Society
• /
• v.15 no.2
• /
• pp.807-814
• /
• 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.

• Education of Primary School Mathematics
• /
• v.14 no.3
• /
• pp.237-259
• /
• 2011

Mathematics learning disabilities is a specific learning disorder affecting the normal acquisition of arithmetic and spatial skills. Reported prevalence rates range from 5 to 10 percent and show high rates of comorbid disabilities, such as dyslexia and ADHD. In this study, the characteristics and the causes of this disorder has been examined. The core cause of mathematics learning disabilities is not clear yet: it can come from general cognitive problems, or disorder of innate intuitive number module could be the cause. Recently, researchers try to subdivide mathematics learning disabilities as (1) semantic/memory type, (2) procedural/skill type, (3) visuospatial type, and (4) reasoning type. Each subtype is related to specific brain areas subserving mathematical cognition. Based on these findings, the author has performed a basic research to develop grade specific diagnostic tests: number processing test and math word problems for lower grades and comprehensive math knowledge tests for the upper grades. The results should help teachers to find out prior knowledge, specific weaknesses of students, and plan personalized intervention program. The author suggest diagnostic tests are organized into 6 components. They are number sense, conceptual knowledge, arithmetic facts retrieval, procedural skills, mathematical reasoning/word problem solving, and visuospatial perception tests. This grouping will also help the examiner to figure out the processing time for each component.