Abstract
Based on a synthesis of the literature and on the results of a two-year teaching program working with young primary children, a framework was developed, refined and validated for nurturing and assessing multidigit number sense. The major constructs incorporated in this framework were counting, partitioning, grouping, and number relationships. For each of these constructs, four different levels of thinking were established which, in essence, reflected a “learning apprenticeship“ for multidigit number sense. At each level, and across all four constructs, learning indicators were developed and matched to distinctive problem tasks that went beyond the four basic operations.
The framework was validated through data obtained from six case studies of grade 1 children. The thinking of these children was assessed and analyzed on the problem tasks for the four constructs and four levels. While the students were at different levels, all but one showed striking consistencies across the four constructs. Moreover, no student was able to solve a problem at a higher level when they had not solved a lower-level problem in the same category. The present framework for multidigit number sense covers only the lower primary grades, but research and instruction would benefit from an extended framework across the elementary grades.
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Jones, G.A., Thornton, C.A. & Putt, I.J. A model for nurturing and assessing multidigit number sense among first grade children. Educ Stud Math 27, 117–143 (1994). https://doi.org/10.1007/BF01278918
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DOI: https://doi.org/10.1007/BF01278918