Strategies of Number Sense in Pre-service Secondary Mathematics Teachers
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.
KeywordsNumber sense Pre-service secondary teachers Pre-service primary teachers Strategies Degree in mathematics
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.
- Almeida, R, Bruno, A. & Perdomo-Díaz, J. (2014). Estrategias de sentido numérico en estudiantes del grado en matemáticas [Strategies of Number Sense in Mathematics Degree Students]. Enseñanza de las Ciencias, 32(2), 9-34.Google Scholar
- Australian Education Council (1990). A national statement on mathematics for Australian schools. Carlton, Australia: Curriculum Corporation.Google Scholar
- McIntosh, A., Reys, B.J. & Reys, R.E. (1992). A proposed framework for examining basic number sense. For the learning of mathematics, 12(3), 2–8. Google Scholar
- National Council of Teachers of Mathematics (2000). Principles and standars for school mathematics. Reston, VA: Author.Google Scholar
- Real Decreto 1631/2006, de 29 de diciembre, por el que se establecen las enseñanzas mínimas correspondientes a la Educación Secundaria Obligatoria [establishing core curriculum for compulsory Secondary Education]. BOE nº5, España, viernes 5 de enero de 2007.Google Scholar
- Sowder, J. (1992). Estimation and number sense. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 245–275). New York, NY: MacMillan.Google Scholar
- Tsao, Y. (2004). Exploring the connections among number sense, mental computation performance, and the written computation performance of primary pre-service school teachers. Journal of College Teaching and Learning, 1(12), 71–90.Google Scholar
- Veloo, P. K. (2010). The development of number sense and mental computation proficiencies: An intervention study with secondary one students in Brunei Darussalam. Dunedin, New Zealand: Doctor Ph. University of Otago.Google Scholar
- Yang, D.C., Hsu, C.J. & Huang, M.C. (2004). A study of teaching and learning number sense for sixth grade students in Taiwan. International Journal of Science and Mathematics Education, 2, 407-430.Google Scholar