Young children’s number sense development: Age related complexity across cases of three children

Young children’s number sense development: Age related complexity across cases of three children

Children start to develop number sense even well before they start the school. Developing number sense serves as an intermediate tool for learning conventional mathematics taught in schools. This number sense has three key areas: number knowledge, counting and arithmetic operations. As a result, the...

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Bibliographic Details
Main Author: Zuhal Yılmaz
Format: Article
Language:English
Published: Kura Publishing 2017-06-01
Series:International Electronic Journal of Elementary Education
Subjects:
Number sense
Counting
Young childrenIntroductionNumber sense is perceived as one of the hardest concepts to define in mathematics (Case
1998; McIntosh
Reys
Bana
& Farrell
1997). This struggle has led to various definitions of number sense in the literature. Early definitions of number sense referred to the understanding of numbers and operations
and utilizing this understanding to solve complex problems (Burton
1993; Reys
1991). One widely referenced definition of number sense is “a person’s general understanding of number and operations along with the ability and inclination to use this understanding in flexible ways to make mathematical judgments and to develop useful strategies for handling numbers and operations” (McIntosh
& Reys
1993
p.3). Recent definitions of number sense refer to operating with quantities and number-word systems (Aunio et al.
2006)
and having a robust thought about numbers and perceiving the meanings and relations among numbers Correspondence details: Zuhal Yilmaz
Yeditepe University
Faculty of Education
Department of Elementary Mathematics Education Istanbul
Turkey. Phone: +90-216-578 0000 Ext. 1585.E-mail: zuhal.yilmaz@yeditepe.edu.tr
Young children
Online Access:https://iejee.com/index.php/IEJEE/article/view/291/284

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