Defining early number sense: a participatory Australian study created by Sally Howell and Coral Kemp

By:

Howell, Sally [author]

Contributor(s):

Kemp, Coral [co-author]

Material type: Text

TextSeries: An international journal of experimental educational psychology ; Volume 25, number 5.Oxfordshire: Taylor and Francis, 2005Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

0144-3410

Subject(s):

Mathematics instruction -- Number sense -- Young children

LOC classification:

LB1051 EDU

Online resources:

Click here to access online

Abstract: Recent publications in Australia focus on “number sense” as an important component of mathematics instruction. The current study attempted to tap into local expert knowledge in the area of early mathematics in an effort to establish a consensus on which skills reflect the number sense typically acquired by school entry. A modified Delphi procedure was employed whereby participants were asked to indicate their level of agreement with a variety of skills as indicators of number sense in young children. The study raised questions about the efficacy of this type of participatory research when used in relation to an ill‐defined construct. It also revealed a lack of consensus among the group of academics who agreed to participate in the study.

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Holdings
Item type	Current library	Call number	Vol info	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	LB1051 EDU (Browse shelf(Opens below))	Vol. 25, no.5 (pages555-570)	Not for loan	For in house use only

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Recent publications in Australia focus on “number sense” as an important component of mathematics instruction. The current study attempted to tap into local expert knowledge in the area of early mathematics in an effort to establish a consensus on which skills reflect the number sense typically acquired by school entry. A modified Delphi procedure was employed whereby participants were asked to indicate their level of agreement with a variety of skills as indicators of number sense in young children. The study raised questions about the efficacy of this type of participatory research when used in relation to an ill‐defined construct. It also revealed a lack of consensus among the group of academics who agreed to participate in the study.

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