Abstract
Two 6th grade classes from two public schools in south Taiwan participated in this experimental study. The Posttest and Retention test results revealed that students’ number sense performance significantly improved (p < 0.01) after instruction. The results of Retention tests also indicated that these students’ learning was meaningful. Interviews with 12 students revealed that many students did not have any ideas or tended to use standard written algorithms. Few number sense strategies were found before instruction. However, after instruction few rule-based methods were found and students’ responses reflected number sense strategies, such as number magnitude, benchmarks, and estimation were observed.
| Keywords: | number magnitude; benchmark; estimation; teaching number sense |
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