Teaching and Learning Number Sense – An Intervention Study of Fifth Grade Students in Taiwan

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The Study of Number Sense: Realistic Activities Integrated into Third-Grade Math Classes in Taiwan (2010, background): “The results are consistent with earlier studies (Markovits & Sowder, 1994; Yang, 2003; Yang et al., 2004) for different grade levels (Grades 5–7) that indicate children’s number sense can be promoted through integrating number sense into teaching materials.”
Number Sense Strategies Used by Pre-Service Teachers in Taiwan (2009, result): “This finding also further confirms results of earlier studies ( Yang, 2003, 2005 ) that Taiwanese students perform better on recognizing the relative number size than the other number sense components.”
A Study of Teaching and Learning Number Sense for Sixth Grade Students in Taiwan (2004, methodology): “This study has demonstrated that teachers chose what to teach and how to teach it. The teachers in this study knew that their students could find exact answers by paper-and-pencil, yet they realized that they were not necessarily developing number sense (Reys & Yang, 1998; Yang, 2003 ).”
A Study of the Performance of 5th Graders in Number Sense and its Relationship to Achievement in Mathematics (2008, background): “In the empirical studies of Yang (2003) and Yang et al. (2004), the average percent correct on the number sense pre-test for the 5th and 6th graders in Taiwan were about 36%.”