importance in developing math skills What is math really about? ● Math is NOT about numbers!
● Math is about the relationship
between quantities and the numerical symbols that represent those quantities Numbers vs. Quantities
9 + 2 = 92 9 + 2 = 11 9 + 2 = 10 9+2=7 How does number sense develop?
Infants Preschoolers Early Upper
Studies have Elementary Elementary Preschool age shown that as Students early as 5 students have Students months, babies typically An understanding developed 2 The two schemas of two distinct registered surprise when schema: developed as a quantitative 2 objects were toddler merge into measures forms, hidden behind Global quantity one and quantities such as tens and a curtain and comparisons ones, hours and and numbers only one minutes, dollars reappeared Counting become linked and cents… Why is number sense so important?
● Studies have shown that a well developed
number sense contributed to students’ ability to solve math problems ● The impact of number sense on a student’s success may actually increase over time Number sense in middle school and beyond Middle and high school students with a well developed number sense are able to… ● Easily compare and order numbers, including negatives, fractions and decimals ● Switch fluently between different representations of the same number ● Identify and use number patterns to solve problems ● Break numbers down into separate quantities in order to solve problems mentally ● Use estimation to determine the reasonableness of their solutions Strategies for promoting numbers sense ● Ask students to arrange a given number of objects into groups of smaller amounts ● Present visual depictions of groups in different ways ● Play speed games to have students identify the number of objects in a group without counting ● Play memory with dot cards where the matching cards have different arrangements
● Use precise language when referring to numbers and
values ● Discuss strategies for estimating and performing mental math ● Have a “number of the day” and spend a few minutes discussing different ways to represent that number, values that are greater than or less than that number, what patterns that number may be a part of etc. ● Assign a number to each student and have them arrange themselves along a physical number line ● Hold “Number Talks” ○ How many ways can you solve 162 +39 without a pen and paper? Final Thoughts Resources ● https://www.ascd.org/el/articles/teaching-number-sense ● https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2855153/ ● https://magazine.krieger.jhu.edu/2011/11/number-sense-coun t-on-it-from-birth/ ● https://nrich.maths.org/2477
Kenoyer, Jonathan M. & Heather ML Miller, Metal technologies of the Indus valley tradition in Pakistan and Western India, in: The Archaeometallurgy of the Asian Old World, 1999, ed. by VC Piggott, Philadelphia, Univ. of Pennsylvania Museum, pp.107-151