# Number sense

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## Contents |

## General

In mathematics education, number sense can refer to "an intuitive understanding of numbers, their magnitude, relationships, and how they are affected by operations."

## Background

Many other definitions exist, but are similar to the one given. Some definitions emphasize an ability to work outside of the traditionally taught algorithms, e.g., "a well organised conceptual framework of number information that enables a person to understand numbers and number relationships and to solve mathematical problems that are not bound by traditional algorithms".

There are also some differences in how number sense is defined in the field of mathematical cognition. For example, Gersten and Chard say number sense "refers to a child's fluidity and flexibility with numbers, the sense of what numbers mean and an ability to perform mental mathematics and to look at the world and make comparisons."

## References

- Arcavi, A. (1994). Symbol sense: Informal sense-making in formal mathematics. . For the Learning of Mathematics, 14(3), 24-35.
- Dolk, M., & Fosnot, C. (2005). Fostering Children's Mathematical Development, Grades 5-8. The Landscape of Learning. . New York: Heinemann.
- Dehaene, S. (1997). Number Sense: Oxford University Press.
- Griffin, S. (2004). Teaching number sense. Educational Leadership, February 2004, 39-24.
- Griffin, S. Building number sense with Number Worlds: a mathematics program for young children. Early childhood research quarterly.
- Wikipedia

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