Defining Early Number Sense: A participatory Australian study

By Sally Howell, Coral Kemp. 2005

63 citations recorded by the source corpus.

Subfields: Education, Modeling and Simulation, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/f420f97368c910d9669c61b7d1f348215ffeff37

How researchers see this paper

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

In Education

1. Joanne Mulligan
2. Sheri-Lynn Skwarchuk
3. M. Mitchelmore
4. James Clyde DiPerna
5. Rachel M. Lago
6. Sally Howell
7. Coral Kemp
8. Lisa A. Fast

In Modeling and Simulation

1. Rachel M. Lago
2. James Clyde DiPerna
3. Joanne Mulligan
4. M. Mitchelmore
5. Sally Howell
6. Coral Kemp

In Statistics and Probability

1. Joanne Mulligan
2. M. Mitchelmore
3. Rachel M. Lago
4. James Clyde DiPerna
5. Sheri-Lynn Skwarchuk
6. Sally Howell
7. Coral Kemp
8. David J. Purpura

Citations in the corpus

• Informal Numeracy Skills (2013, background): “For example, Jordan et al. (2006) utilized a limited breadth of tasks in their assessment.”
• Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses (2015, background): “2004, 169), number sense is a key objective of many early years’ mathematics curricula (Howell and Kemp 2005; Yang and Li 2008).”
• Number Sense in Kindergarten: A Factor-Analytic Study of the Construct (2010, methodology): “Jordan et al. (2006) also conducted a factor analysis on a set of number sense skills among a sample of kindergarten students.”
• Home numeracy experiences and children’s math performance in the early school years. (2009, background): “Howell and Kemp (2005) found that it was difficult to obtain agreement on a definition of numeracy amongst a group of mathematics researchers let alone amongst parents and educators.”
• Awareness of pattern and structure in early mathematical development (2009, methodology): “In selecting tasks, we consulted a wide range of empirical research on early mathematics learning and assessment (in particular, Clements & Sarama, 2007; Doig, 2005; Howell & Kemp, 2005; Wright, 1994).”
• Assessing preschool number sense: skills demonstrated by children prior to school entry (2010, methodology): “On the basis of a review of international literature in the areas of ‘number sense’ and ‘early mathematics’, Howell and Kemp (2005) identified a number of skills and tasks that may reflect components of early number sense essential for early arithmetic competence.”