Number Sense: Rethinking Arithmetic Instruction For Students

The objective of EDC141: The Numerate Educator was for students to obtain the chance to develop their mathematical skills, build mathematical competency, and positively chance their disposition (as a pre-service teacher) towards the importance and the functionality of maths. The key to success is to learn from one’s mistakes and work (by practicing mathematical questions) to further improve one’s results. This I managed to do by increasing my Mathspace results from 64% to 68% (as shown in Appendices 1A). The Australian Curriculum focuses on developing student’s capabilities in six areas: number, Algebra, Geometry, measurement, statistics and probability. Using evidence from the Mathspace test results, the NAPLAN results and activities of ‘What

The aims and importance of learning provision for numeracy development are to ensure all students understand that maths is a vital part of everyday life and will continue to be used throughout their life. Primary schools will teach students to learn various methods and techniques to be able to reach the correct answer. The end goal means more students will be able to solve a mathematical problem, independently, using a method that suits them. They can then develop their learning to improve their knowledge and apply it to real life situations; such as counting in groups of numbers such as 5’s or 10’s, which in turn can be applied when paying for

IDEA defines a learning disability as a disorder in understanding or using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations. Learning disabilities are a life-long issue. Language problems that go untreated in the early years of school can continue into high school and adulthood. As a child who suffered with an Auditory Processing Disorder (APD), early intervention was very important for me to progress in school. I continue to this day, to utilize and build on compensatory techniques taught by my grade school Speech Pathologist. Henceforth, I have been able to succeed in school, social settings and now in college.

This synthesis paper is examining the direct link between counting and building student’s number sense. The study conducted by Baccaglini-Frank and Maracci (2015), number sense as being vital to learning formal mathematics and stated there was a positive correlation between using fingers for counting and representing numbers has a positive effect on number sense. Students need opportunities to practice counting and establish foundational skills in number sense in order to be successful during their mathematical futures. It was determined that touching, moving, and seeing representations are essential components of the mathematical thinking process (Baccaglini-Frank & Maracci, 2015).

Helping Children with Learning Disabilities Understand What They Read is an article by Regina G. Richards. Her article discusses the basic strategies and techniques that can be used for students with learning disabilities. The article states, a key component of comprehension is that the student must be actively

activities for literacy, numeracy, ICT and problem solving when working with children in the class.

The research in this paper is to discuss strategies used to teach students with severe disabilities in mathematics. “According to the American Association on Intellectual and Developmental Disabilities, (AAIDD) Intellectual disability is characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. The diagnoses of the disability should come before the age of 18 (Westling, Fox, & Carter, 2015).” Mathematics is a core subject area that can pose a challenge for a large amount of students in America, and especially those with severe disabilities. “According to a study, only a quarter of students with disabilities that

Curriculum for Excellence (2004) emphasises the importance of numeracy across learning and states that “All teachers, regardless of the subject being taught, are responsible for supporting, developing and extending learners’ numeracy skills and for ensuring that what a child has learned in earlier years is built upon, practiced and refreshed regularly throughout their time at school.” (CfE, n.d, page 1). Therefore, teachers’ awareness of children’s mathematical skills and understandings proves key in order for them to adapt learning experiences that will effectively benefit, support and extend their numeracy

On the group reflection Lavoie (2005) talks about assumptions, and he says never to “Assume Nothing”. He explains that for a reason they do not know, many of the children with learning disabilities have problems with their background information. Unfortunately, many times they cannot make connections between things they do mostly every day. He gave the example of the teacher that was babysitting a very intelligent thirteen-year old boy and she wanted to cook something special for him, and what he wanted was French fries. When they were at the supermarket and the teacher told the student that she was going to get the potatoes his response to her was “Why Potatoes”. He did not have the background information to understand that French fries

Number sense is a critical component of early math skills development and later math achievement (Irvrendi, 2011). Although the definitions of number sense are varied (Howell & Kemp, 2009), one of the pervasive components throughout most definitions involves the Approximate Number System (ANS), which is defined as the “foundational” system thought to underlie number sense and produce “abstract number representations” (Halberda & Feigenson, 2008, p. 1457). Students’ ANS abilities predict math achievement (Jordan, Kaplan, Locuniak, & Ramineni, 2007) and are related to their understanding of number meanings, relationships, magnitudes, and operations (Wagner & Davis, 2010). Currently, however, number sense (and specifically ANS) is studied in relative isolation from other cognitive skills. Although a few studies have examined the relationship of number sense and cognitive abilities together (Passolunghi, Lanfranchi, Altoé, & Sollazzo, 2015; Rodic et al., 2015), no

As the focus of math changes students are asked to develop their mathematical thinking rather than their calculating. “While math traditionalist are correct that it is beneficial to memorize formulas, facts, and algorithms, the math reformists emphasize the need for students to have avenues such as journals, portfolios, or projects to demonstrate their understanding” (Kostos & Shin 2010). In math it is difficult to encourage students to think critically when many students, teachers, and administrators are drawn to the idea of right verse wrong. In mathmatics many hold tight to the idea that there is one correct answer and one way to get to the correct answer and that’s it; parents and teachers were taught mathematics just like this. Now with the focus changing we have students who are challenged to look at math differently. The focus of looking at mathematics as critical thinking, number manipulation, reflection and strategy has been hard for many to grasp. It is important that students are challenged to critically think and problem solve so they are capable of transferring their learning to new and different situations. Students must have the ability to problem solve and apply their thinking because as our world changes and technology gets more advanced we can no longer predict the situations our students will be in. Teachers must encourage critical thinking, so students are ready to enter an ever-changing

Multiplicative thinking, fractions and decimals are important aspects of mathematics required for a deep conceptual understanding. The following portfolio will discuss the key ideas of each and the strategies to enable positive teaching. It will highlight certain difficulties and misconceptions that children face and discuss resources and activities to help alleviate these. It will also acknowledge the connections between the areas of mathematics and discuss the need for succinct teaching instead of an isolated approach.

When it comes to teaching our young children math and science, they rely on concepts

In 2005, LeFevre et Al., researched arithmetic fluency in Canadian students between 1993 and 2005 to analyze the decline in basic mathematics amongst youth. Arithmetic fluency is someone’s ability to calculate solutions with both speed and accuracy. The researchers found that arithmetic fluency creates more space in working memory resources in which would allow students to concentrate on a higher level of understanding. There are four major of reasons of concern of the declines in arithmetic fluency. First, the undergrads lack preparedness in which would influence them in future careers because students do not have the skills that is assumed they already know. Additionally, clinicians struggle with assessing patient’s cognitive ability because arithmetic fluency is an indicator of memory processing. Thirdly, the curriculum in schools shifted from a ‘drill and practice’ technique to discovery of learning in which left less time for practice. Lastly, educators of all levels of teaching are affected when knowledge of arithmetic fluency in students are changed. In this paper I will summarize LeFevre et Al and explain the importance of recognizing the concerns of decline in arithmetic fluency.

Maths is ubiquitous in our lives, but depending on the learning received as a child it could inspire or frighten. If a child has a negative experience in mathematics, that experience has the ability to affect his/her attitude toward mathematics as an adult. Solso (2009) explains that math has the ability to confuse, frighten, and frustrate learners of all ages; Math also has the ability to inspire, encourage and achieve. Almost all daily activities include some form of mathematical procedure, whether people are aware of it or not. Possessing a solid learning foundation for math is vital to ensure a lifelong understanding of math. This essay will discuss why it is crucial to develop in children the ability to tackle problems with initiative and confidence (Anghileri, 2006, p. 2) and why mathematics has changed from careful rehearsal of standard procedures to a focus on mathematical thinking and communication to prepare them for the world of tomorrow (Anghileri).