Strategies of Number Sense in Pre-service Secondary Mathematics Teachers

Article

Abstract

This paper presents some results of an investigation on the number sense of a group of pre-service secondary teachers from Spain. The objective of this research was to analyze students’ use of strategies associated to number sense and compare them with those obtained in a previous study with pre-service primary teachers in Taiwan, (Yang, Reys & Reys, International Journal of Science and Mathematics Education, 7, 383–403, 2009). Pre-service secondary teachers showed lower success than pre-service primary teachers in a number sense test. Nevertheless, these last based their reasoning mainly on rules and algorithms, while pre-service secondary teachers used more strategies of number sense. In an attempt to delve into the low success shown by of Spanish pre-service secondary teachers, some students were interviewed. Those interviews showed that a deeper work on number sense in the training of these students is needed.

Keywords

Number sense Pre-service secondary teachers Pre-service primary teachers Strategies Degree in mathematics 

Notes

Acknowledgments

This research is supported by the project EDU2011-29324: Modelos de competencia formal y cognitiva en pensamineto numérico y algebraico de alumnos de Primaria, de Secundaria y de profesorado de Primaria en formación. Ministerio de Ciencias e Innovación. Madrid. Funding from FONDECYT 3140597 project and PIA-CONICYT Basal Funds for Centers of Excellence Project BF0003 are gratefully acknowledged. Chile.

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Copyright information

© Springer Science + Business Media B.V. 2015

Authors and Affiliations

  • Rut Almeida
    • 1
  • Alicia Bruno
    • 1
  • Josefa Perdomo-Díaz
    • 2
  1. 1.University of La LagunaLa Laguna (Tenerife)Spain
  2. 2.Centro de Modelamiento Matemático y Centro de Investigación Avanzada en Educación, University of ChileSantiago de ChileChile

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