A longitudinal study tracing the development of number sense components. (English)

Lindmeier, Anke M. (ed.) et al., Proceedings of the 37th conference of the International Group for the Psychology of Mathematics Education “Mathematics learning across the life span", PME 37, Kiel, Germany, July 28‒August 2, 2013. Vol. 4. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-290-1). 41-48 (2013).

Summary: Based on a synthesis of the literature, a model for number sense was formulated, and validated. The major constructs incorporated in this framework were elementary number sense, conventional arithmetic and algebraic arithmetic. To trace the development of number sense components a longitudinal study was conducted. One hundred and forty 1st grade students were tested individually on four different occasions. Data analysis suggested that the hypothesized components contributed to the latent construct number sense. A latent growth model showed that elementary number sense and conventional arithmetic adopt a linear growth rate, while algebraic arithmetic needs a stabilization period after a significant growth period.