A Longitudinal Study Revisiting the Notion of Early Number Sense: Algebraic Arithmetic AS a Catalyst for Number Sense Development

Pittalis, Marios; Pitta‐Pantazi, Demetra; Christou, Constantinos

doi:10.1080/10986065.2018.1474533

Cited by 14 publications

(6 citation statements)

References 67 publications

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“…When the significance of this difference for the variable of the duration of stay as an immigrant is evaluated, it can be concluded that the difference in WTTT-NS and in all components except the component of using different representations of numbers and operations have a significant and moderate effect in favour of the older group. Such differences are similar to the findings of some studies conducted by Akkaya, (2016), Aunio (2006, p. 29), Aunio et al (2006), Chen et al (2015), Pittalis et al (2018), andSing (2009) who have stated that as the grade level or age increases, the number sense performance of individuals will increase, despite the fact that they differ with the study conducted by Mohamed and Johnny (2010). In addition, the result of Petersson's (2018) study in which immigrant students and local students (new immigrants have higher performance compared to old immigrants) were compared also differs from the current study results.…”

Section: Discussion Conclusion and Recommendationssupporting

confidence: 91%

An analysis of number sense skills of Syrian immigrant students by gender and duration of stay

Teke,

Akkaya

2024

PEDAGOGICAL RES

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Considering the negative situations faced by the migrating societies, it is known that the language and culture factors exert a stronger influence on the mathematics course than the other undesirable conditions. From this perspective, it is known that the mathematical performance of individuals is likely to increase by placing the concept of number sense in the center. Therefore, the present study aimed to examine the number sense skills of Syrian immigrant students with reference to gender and duration of stay as an immigrant as well as to determine their conceptual awareness of number sense-related components. The descriptive correlational design was used in this study in which 152 immigrant students participated. Web-based two-tier test was used in the data collection process, and descriptive statistical values and t-test for independent samples in the analysis of the data. As a result, it was found that male students compared to female students, as well as those who had been immigrants in Turkey for a long time compared to those for a shorter time showed higher number sense performances, though most of the students were at a low number sense level. In addition, the differences appeared significantly in relation to the variables of gender and duration of stay as an immigrant. A surprising result is that most students preferred number sense-based solutions as the basis for their answers. It can thus be concluded that the number sense performances of Syrian immigrant students are lower than expected and that future studies are needed not only to focus on teachers but also on teaching methods and materials in order to take immigrant problems under control and to come up with solutions with a view to overcome such challenges.

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Section: Discussion Conclusion and Recommendationssupporting

confidence: 91%

An analysis of number sense skills of Syrian immigrant students by gender and duration of stay

Teke,

Akkaya

2024

PEDAGOGICAL RES

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“…These differences seem to be due to various factors related to students' arithmetic competence: knowledge/awareness of arithmetic properties, computational fluency and conception of numbers. All of these are components of number sense considering [2]'s definition. Students' with a stronger number sense evidenced a more sophisticated and more consolidated use of relational thinking although in the first sessions all the students tended to proceed operationally.…”

Section: Discussionmentioning

confidence: 99%

“…Our classroom intervention sought to generate a different classroom culture by means of the thorough design of equalities together with class discussions, favoring pooling of diverse strategies for the same equality and highlighting those using relational thinking. If we choose algebraic arithmetic tasks, in line with the idea of the number sense of [2] and the new curricular proposals, it is to be expected that students' preference for computational approaches will diminish. The objective of teaching should be to make accessible for them both computational/operational thinking and relational thinking.…”

Section: Discussionmentioning

confidence: 99%

“…It refers to a broad and well-organized conceptual network related to numbers and operations, their relations and properties, which allows solving number problems in flexible and creative ways [1]. Following a recent literature review, [2] distinguished between three dimensions of number sense: an elementary one which includes aspects such as number recognition, understanding the meanings of numbers, recognizing their relative size and skills related to counting; a second one related to conventional arithmetic focused on calculation and solving story problems; and a third algebraic one. The latter encompasses an abstract understanding of the relations between numbers which entails awareness of the properties and structures of the decimal number system and its strategic use.…”

Section: Introductionmentioning

confidence: 99%

“…In this paper, however, we focus on the approach to arithmetic in which numbers are given an analytical meaning. Students need to be able to apply their mathematical knowledge in real life contexts but they also need to develop sophisticated mathematical ways of thinking, such as analytical reasoning, as a way to enrich their understanding of arithmetic and increase their opportunities for success in mathematics in secondary grades [2,4,14].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Third Grade Students’ Use of Relational Thinking

Molina

Castro²

2021

Mathematics

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Current mathematics curricula have as one of their fundamental objectives the development of number sense. This is understood as a set of skills. Some of them have an algebraic nature such as acquiring an abstract understanding of relations between numbers, developing awareness of properties and of the structure of the decimal number system and using it in a strategic manner. In this framework, the term relational thinking directs attention towards a way of working with arithmetic expressions that promotes relations between their terms and the use of properties. A teaching experiment has allowed to characterize the way in which third grade students use this type of thinking for solving number equalities by distinguishing four profiles of use. These profiles inform about how students employ relations and arithmetic properties to solve the equalities. They also ease the description of the evolution of the use of relational thinking along the sessions in the classroom. Uses of relational thinking of different sophistication are distinguished depending on whether a general known rule is applied, or relations and properties are used in a flexible way. Results contribute to understanding the process of developing the algebraic component of number sense.

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