Chinese Journal of Science Education

Abstract

This study integrated the number sense into the 3rd graders’ mathematics teaching activities, and then investigated students’ number sense performances in their learning processes. One 3rd-grade class was purposefully selected from Tao-Yuan County in north Taiwan. The results of the T-test showed that students not only had better performance on number sense, but also achieved the intended learning goals. The results on the parallel test indicated that there is a statistically significant difference between pre-test and posttest at α < .01. This implies that these students’ number sense got much progress after the teaching. Moreover, the process-oriented teaching not only promoted students number sense, but also enhanced students’ collaboration, learning motivation and establishing their learning confidence. In sum, the 3rd graders’ mathematics teaching integrating the number sense situated activities is indeed helpful on developing students’ number sense.

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