Number Sense in Children’s Mathematics Learning (Research Paper Sample)
Research and Reflection Assignment (30%): This assignment has two components: a literature review and a reflection. The paper should be written from early childhood educator’s perspective.
Research (25) You will choose a mathematical concept from the kindergarten, grade one, or grade two curriculum of Canada (number, measurement, geometry and spatial sense, patterns, data and probability, mathematical processes) and write a literature review of relevant research focusing on a specific part of that concept. There is much literature on early years mathematics learning so please focus your topic. For example, geometry is too broad. Look to the conceptual understandings and specific expectations for ideas. (*So I choose the topic is “NUMBER SENSE” ,) • Introduction – includes definition of the math concept and the rationale; ~ 1⁄2 page double spaced (3) • Review – includes 6 to 8 related research journal articles (e.g., Journal of Research in Mathematics Education; Teaching Children Mathematics is NOT a research journal) within the early years (0--8 years, kindergarten-grade 2). The review brings together influential and well--known research with current and innovative works from peer--reviewed journals and reflects a survey of the literature rather than a summary (you should be reading and writing with a critical lens). The review should be 7 pages, double--spaced and follow APA formatting. (20) Conclusion – brings together the big ideas from the review and makes recommendations for practice; ~ 1⁄2 page double spaced.
Reflection (5) • Your reflection will include your thoughts on the process of creating the assignment as well as your concluding statements summing up the experience and the importance of the math concept. You might include, for example, what did you learn from doing the assignment, how do you envision your new understandings informing your future practice, etc.? • ~2 pages double spaced.
Above is the requirement for the literature review. (I PROVIDE A SAMPLE and lectures FOR THIS PAPER, PLEASE TAKE A LOOK)
Other requirements that I would like to highlight:
1. This paper should examine how young children aged birth to 8 understand and engage in mathematical knowledge, concepts and processes. The paper should explore and critique different theories of mathematical approaches to learning, such as inquiry--based models. Experiences designing and teaching lessons, creating physical and social environments to promote mathematical thinking, and assessing children's' knowledge and skills encourage positive attitudes toward mathematics in the learning environment.
2. To look at the kinds of studies already done on the topic (I choose the number sense) and what has been learned
3. The paper requires two provide at least 6-8 journal articles(peer- reviewed), please at least pick 3 to have deep literature review respectively (be critical, not summary), and the rest article should support/against from that main 3 article.
4. You may agree or disagree with the author
5. You may discover different perspective on the same issues
6. You may discover gaps in the literature
7. Review your notes and sort into big ideas/themes that
8. have emerged from all texts.
9. Choose a different color highlighter pen for each different theme or big idea. Highlight words, sentences or sections that are relevant to that colour’s theme. (you can have different theme or big idea from journal articles to review, but it has to related to NUMBER SENSE)
10. Create a chart to put quotes (with page numbers and citation information) or your paraphrasing of different points (with page numbers and citation information) under the big idea that the information represents.
Thank you so much and have a good one!
Number Sense in Children’s Mathematics Learning
Number Sense in Children’s Mathematics Learning
A strong foundation of mathematical concepts is grounded in the proper development of number sense. The development of number sense begins even before children are in kindergarten and acts as an intermediate stage in conventional mathematics taught in school. The number sense comprises of three elements: arithmetic operations, counting, and numbers knowledge. According to Tomsett et al. (2017), the number sense refers to a child’s wholesome conception of the operation of numbers and the ability to use the comprehension of mathematical operations flexibly to make logical judgments and develop helpful strategies for handling numbers and operations. The number sense has been a challenge among scholars to come with a single agreed-upon definition but has widely referenced. However, it has been observed that number sense develops gradually and differs due to exploration, relating numbers in different ways, and visualization in different contexts.
Learning the most effective method to teach number sense is a lifelong endeavor with each generation. However, in an early age up to 8years old, teachers’ purpose to improve students’ ability to identify and use numbers that offer the learning opportunities in play and other daily activities by establishing patterns and the manner in which numbers relate. Therefore, new methods of promoting the development of number sense are consistently coming up, but all are predicated on the objective of promoting understanding of numbers and creating enough foundational mathematical knowledge for subsequent training of more complex mathematical challenges (Thiel & Perry, 2018). As indicated in the definition, number sense has a variety of functions, but most importantly, in an educational capacity, it serves as the prefix upon which mathematical concepts across disciplines are built. The management of these expectations makes it possible to examine the challenges associated with the creation of a fair balance.
Experiences Designing and Teaching Lessons
Elementary teachers play a critical responsibility in the development of the sense of numbers in children. Consequently, the depth of teachers’ mathematical knowledge and teaching skills contribute significantly to the foundational knowledge of their students. In a study conducted by Furgason (2010), the author gives an analogy that a good vehicle does not determine the right destination. Similarly, a student’s perception and understanding of mathematical concepts. Today, great focus has been directed to optimize the adoption of best practices. This involves incorporating more hands-on activities in mathematical instructions for children to enhance understanding through visualization and tactile engagement while learning mathematical concepts. While making mathematical concepts more concrete has proven to be an effective learning method, teachers' understanding of mathematical concepts determines how they guide the students. A comprehensive and intrinsic understanding, coupled with the concrete approach in teaching helps the children develop a deep understanding of these concepts while lack of such understanding limits the efficacy of the application of the best practices.
Social Environment. The social environment of children between kindergarten and third grade affects the development of fundamental knowledge at this stage; children need to be provided care that promotes positive emotional and enhances their mental health. This includes the development of a positive sense of self, ability to deal with stressful situations, accepting disappointments and frust...
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