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dc.contributor.authorTorbeyns, Jokeen
dc.contributor.authorObersteiner, Andreasen
dc.contributor.authorVerschaffel, Lievenen
dc.rightsDefault License-
dc.subjectNumber senseen
dc.subjectLower-order number senseen
dc.subjectHigher-order number senseen
dc.subjectNumerical magnitude representationen
dc.subjectNumerical magnitude comparisonen
dc.subjectNumber line estimationen
dc.subjectMental number lineen
dc.subjectStrategy competenciesen
dc.subjectNumber board gamesen
dc.titleNumber sense in early and elementary mathematics educationen
heal.type.enJournal articleen
heal.type.elΆρθρο περιοδικούel
heal.recordProviderΠανεπιστήμιο Ιωαννίνων. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Νηπιαγωγώνel
heal.bibliographicCitationΒβιβλιογραφία: σ. 71-75el
heal.abstractNumber sense is crucial in daily life and therefore an important aspect of education. The development of number sense recently attracted the attention of an increasing number of researchers in the domains of cognitive and developmental (neuro)psychology, (psychology of) mathematics education, special education, and educational neuroscience. In this article, we integrate and discuss the major results of these numerous studies on children’s acquisition of number sense. We start with the definition of the concept of number sense. Afterwards, we summarize the major findings on children’s acquisition of number sense from infancy to the early school years. Next, we provide an overview of recent intervention studies aiming at stimulating the development of number sense in young children. We end with a summary of the major findings and future issues for studies in this domain.en
heal.publisherΠανεπιστήμιο Ιωαννίνων. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Νηπιαγωγώνel
heal.journalNameΕπιστημονική Επετηρίδα Παιδαγωγικού Τμήματος Νηπιαγωγών Πανεπιστημίου Ιωαννίνων; Τόμ. 5 (2012)-
Appears in Collections:Τόμος 5 (2012)

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