A Study of Teaching and Learning Number Sense for Sixth Grade Students in Taiwan

By Der‐Ching Yang, Chun-Jen Hsu, Mingyu Huang. 2004

59 citations recorded by the source corpus.

Subfields: Applied Mathematics, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/bffb77f534991f85370407c4720f2136777542ce

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Applied Mathematics

1. Wan-Ru Wu
2. Robert E. Reys
3. Der‐Ching Yang
4. Yung-Chi Lin

In Education

1. Wan-Ru Wu
2. Robert E. Reys
3. Barbara J. Reys
4. Der‐Ching Yang
5. Yung-Chi Lin

In Statistics and Probability

1. Wan-Ru Wu
2. Robert E. Reys
3. Barbara J. Reys
4. Der‐Ching Yang
5. Yung-Chi Lin

Citations in the corpus

• The Study of Number Sense: Realistic Activities Integrated into Third-Grade Math Classes in Taiwan (2010, methodology): “(p. 32) In addition, Yang, Hsu, and Huang (2004) stated that number sense, for sixth graders, should include understanding the meanings of numbers, recognizing the magnitude of numbers, using benchmarks appropriately, knowing the relative effect of operations on numbers, and judging the…”
• Number Sense Strategies Used by Pre-Service Teachers in Taiwan (2009, background): “As a result, different psychological perspectives have been provided (Case & Sowder, 1990); theoretical frameworks of number sense proposed (Greeno, 1991; McIntosh, Reys & Reys, 1992); characteristics of number sense described (Howden, 1989 ;R eys,1994) and essential components of number sense have ”