Abstract
The purpose of this study was to investigate the practice and the effect of integrating number sense into mathematical instruction in the fourth grade. Four components of number sense were included (1) ability to understand the place value and magnitude of numbers, (2) ability to understand mathematical properties and effects of operations, (3) ability to operate numbers by decomposing or recomposing, and (4) ability to operate with benchmarks were applied during solving mathematical problems. The study was a quasi-experimental design with 68 students from 2 classes, one as the experimental group and one as the control group. Data were collected from videotapes, students’ work sheets, written tests and interviews. The results revealed that the experimental group students’ performance was significantly better not only in number sense ability but also mathematics achievement than the control group students’. In addition, different levels of students’ number sense ability was improved, particularly using benchmarks flexibly and effectively.
| Keywords: | benchmark; the Fourth Grades; number sense; mathematics instruction |
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