Abstract
Use of number sense can assist learners in their understanding of, and calculating in, mathematics. This paper reports on these aspects which were investigated with six primary pre-service teacher education students at the commencement of a semester unit in mathematics education. Various mathematical examples were completed by each student in individual sessions which suggested that the students had at least a limited development of number sense.
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Kaminski, E. Teacher education students’ number sense: initial explorations. Math Ed Res J 9, 225–235 (1997). https://doi.org/10.1007/BF03217312
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DOI: https://doi.org/10.1007/BF03217312