Number Sense Exam Flashcards
Number Sense Definition
A holistic concept of the ability to understand quantities, numbers, operations, and relationships among them which are applied efficiently and flexibly in making a mathematical judgment.
A person’s general comprehension of numbers and operations along with the ability and propensity to use this understanding flexibly.
The ability to quickly understand, estimate, and manipulate numerical quantities.
The foundation for students to understand formal math concepts.
What happens if you dont have number sense
A lack of understanding number will lead to obstacles that are difficult to overcome in mathematics learning.
Children who are not trained to use their senses in handling simple calculations tend to get stuck on rules that make their strategies and flexibility undeveloped.
Number sense is more acknowledged as an ability or knowledge, not intrinsic processes.
What is number sense not?
A rigid approach to manipulating numbers toward a specific solution
Memorization
Applications of algorithms without an understanding of the mathematical ideas embedded in problem solving
Why is developing number sense in the early years important?
“Early number sense is a strong predictor of later success in school mathematics.”
Dyson, Jordan, and Glutting(2011)
“What a 5- or 6- year old child knows about mathematics can predict not only their future mathematics achievement, but also their future reading achievement.”
Components of Number Sense
Students with number sense:
Have well-understood number meaning
Have developed multiple relationships among numbers
Recognize the relative magnitude of numbers
Know the relative effect of operating on number
Develop references to measure objects and general situations in their environment
Think and solve problems rationally, analytically, creatively, effectively, and flexibly
Find flexible and appropriate ways to solve a numerical problem
Easily identify numerical errors
Assess the truth of the obtained results when performing numerical calculations
Transfer their mathematical knowledge in and out of the school environment
See the world in terms of numbers and quantity (example: knowing when 100 is a lot and when 100 is a little)
Prefer to develop computational strategies such as mental calculations, calculator techniques, and estimations
Create procedures to solve a problem
represent numbers in various ways to suit the context and purpose
Identify benchmarks and number patterns
Understand the general nature of a numerical problem without performing standard calculations
What are the mathematical standards?
Content
Process
Proficiency
TEKS
Content Standards
WHAT we learn in math
Number and Operations
Algebra
Geometry
Measurment
Data Analysis and Probability
Financial Literacy
Process Standards:
HOW we learn in math
Problem solving
communication
connections
representation
reasoning and proof
Mathematical Proficiency
The goal!
Conceptual Understanding
Procedural Fluency
strategic competency
adaptive reasoning
productive dispostion
TEKS
Texas Essesntial Knowledge and skills
Your curriculum
cohesive and connected (aligned across the grades)
VERBS tell you what is expected, what your students need to be able to do
Nouns tell what your students need to know
What are basic facts for addition and multiplication
The basic facts for addition and multiplication are the number combinations where both addends or factors are 10 or less.
Students move throuugh three phases in developing fluency with basic facts
Counting strategies,
reasoning strategies, and
mastery.
What provides the basis for strategies that help students remember basic facts or to figure out unknown facts?
Number relationships
WHAT is not the answer when students struggle with basic facts?
Look at Big Idea #2: Drill removes the opportunity to focus on number relationships which is the basis for strategies.
WHAT is not the answer when students struggle with basic facts?
Look at Big Idea #1: Students move through 3 stages when learning basic facts. When the focus is on drill, the second stage of learning basic facts is neglected. The reasoning stage of learning basic facts is where conceptual understanding is established and connections are built.
WHY is drill not the answer to learning basic facts?
When we think about the developmental stages of learning math (concrete - representational - abstract), it makes sense. The abstract level is the drill. Drill is the 3rd stage of learning basic facts.
What is fluency
Fluency is being able to solve problems:
Flexibly
Efficiently
Accurately
