K–4 mathematicsNCTM Standardsassessment of number sensecurriculum and evaluationnumber sense
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Abstract (AI)
Of all the Standards in the K–4 component of NCTM's working draft of Curriculum and Evaluation Standards for School Mathematics , the one concerning number en e raised the most questions from teachers, parents, and administrators in session held to acquaint our educational community with the Standards. These four questions were most frequently asked: What is number sense? Why is number sen e important? How is number cnse taught? How is number sense measured?
Key Findings
1
Number sense is a central Standard in the K–4 NCTM draft that generated the most questions from stakeholders.
2
Stakeholders most frequently asked four concrete questions about number sense: definition, importance, teaching methods, and measurement.
3
There is uncertainty among teachers, parents, and administrators about what number sense entails and how to assess it.
Research Object
Number sense in K–4 students
Research Subject
Definition, importance, teaching methods, and measurement of number sense within K–4 mathematics education
Publication Details
Publication Date
1989-02-01
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