id: 02346579
dt: j
an: 2002d.03130
au: Yang Derching
ti: Teaching and learning number sense: one successful process-oriented
activity with sixth grade students in Taiwan.
so: Sch. Sci. Math. 102, No. 4, 152-157 (2002).
py: 2002
pu: Wiley (Wiley-Blackwell), Hoboken, NJ; School Science and Mathematics
Association (SSMA), Stillwater, OK
la: EN
cc: F43
ut:
ci:
li: doi:10.1111/j.1949-8594.2002.tb18197.x
ab: The aim of this article was to (a) describe how a teacher helped his
students develop fractional number sense through a process-oriented
activity, and (b) illustrate how a teacher included a worthwhile,
interesting, and challenging mathematics question in his class to
create a good learning environment for children. The results indicate
that studentsâ€™ fractional number sense can be promoted through a
process-oriented activity, effective teaching, and good learning
environment. It also illustrates how teachers can help children promote
their understanding of number sense from a pictorial representation to
a symbolic representation. (orig.)
rv: