The Effect of Teaching Number Sense on Decreasing Mathematics Difficulties of First Grade Students

Document Type : Research Paper

Authors

1 Professor of Psychology and Exceptional Children Education, University of Tehran

2 Assistant Professor of Psychology and Exceptional Children Education, University of Tehran)

3 Master of Psychology and Exceptional Children Education, University of Tehran

4 Professor of Psychology, Shahid Beheshti University

10.22098/jld.2019.761

Abstract

The purpose of the present study was investigating the effect of teaching number sense on decreasing mathematics difficulties of first grade students in Tehran. The population of this study included all students with and without math problems in the first grade of primary school located in the children's care centers of Tehran province in the academic year of 2008-2009. The sample consisted of 16 male students with mathematics difficulties who were selected from child care centers through targeted selection and randomly assigned to two groups, experimental and control. The experimental group was thought in 2 or 3 groups for 26 sessions for 45 minutes to 1 hour during 8 weeks and for control group, some sessions were conducted in accordance with components thought for experimental group but through traditional methods. Data was gathered using Key Math Test, The Number Sense Brief Test and Ravin Test and the data were analyzed using covariance analysis (ANOVA) and multivariate covariance analysis (MANCOVA). The results showed that teaching number sense decreases mathematics difficulties. Furthermore, the experimental group's grades in the understanding and operation components were significantly higher than the control group. As a result, understanding the number has increased the student's mathematical scores in understanding and operation. Fostering math teachers at pre-service and in-service courses is one of the examples for functional application of this study. 

Keywords

References

اشرف، مریم؛ استکی، مهناز و عشایری، حسن. (1392). تأثیر آموزش صفحۀ مفهوم اعداد بر پیشرفت ریاضی دانش‌آموزان با و بدون ناتوانی‌های یادگیری. تعلیم و تربیت استثنایی، 107، 6-14.
رشتبری، محمد. (1390). تأثیر آموزش‌های کلاسی بر فهم عدد و پیشرفت ریاضی کودکان با و بدون مشکل ریاضی. پایان‌نامه کارشناسی ارشد. داتشگاه آزاد واحد تهران مرکز.
 محمد اسماعیل، الهه و هومن، حیدر علی. (1381). انطباق و هنجاریابی آزمون ریاضیات ایران کی مت. مجلۀ کودکان اسنثتایی. 323-332.
Ashraf, M., Estakhi, M., Ashayeri, H. (2013). The Effect of Numbers Concept Mapping on the Student's Math Progress with and without Learning Disabilities. Exceptional Exercise, 107, 6-14. (Persian).
Anderson, A. (2009). Game on? Using play in the primary classroom to build number sense intership conducted at: Hollywood elementary school cooperating teacher: Sonya Colao. www.smcm.edu/educationstudies.
Baroody, A.J., & Wilkins, J. (1999). The development of informal counting, number, and arithmetic skills and concepts. Mathematics in the early years, 48-65.
Berch, D.B., & Mazzocco, M.M. (2009). Why is math so hard for some children?: The nature and origins of mathematical learning difficulties and disabilities. Baltimore: Brooks Publishng.
Berch, D. B. (2005). Making sense of number sense: Implication for children with mathematical disabilities. Journal of Learning Disabilities, 38(4), 333-339.
Case, R. (1998). A psychological model of number sense and its development. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego.
Clements, D. H., Swaminathan, S., Hannibal, M. A. Z., & Sarama, J. (1999). Young children's concepts of shape. Journal for Research in Mathematics Education. DOI: 10.2307/749610
Dehaene, S. (1997). The number sense: Hoe the mind creates mathematics. USA: Oxford University Press.
Dyson, N. (2011). A nimber sense intervention for urban kindergartners at risk for mathematics difficulties. A dissertation submitted to the faculty of the University of Delaware in parial fulfillment of the requirement for the degree of Doctor of Philosophy in Education.
Desoete, A., & Grégoire, J. (2006). Numerical competence in young children and in children with mathematics learning disabilities. Learning and Individual Differences, 16, 351–367.
Geary, D.C., Hoard, M.K., Byrd-Craven, J., Nugent, L., & Numtee, C. (2007). Cognitive mechanisms underlying achievement deficits in children with mathematical learning disability. Child Development, 78, 1343-1359.
Gelman, R., & Gallistel, C.R. (1978). The child’s understanding of number. Cambridge, MA: Harvard University Press.
Griffin, S.A., & Case, R. (1997).  The thinking the primery math curriculum: An approach based on cognitive science. Issues in Education, 3, 1-49.
Geary, D. C (1993) Mathematical disabilities: Cognitive, neuropsychological, and genetic components. Psychological Bulletin, 114, 345-362
Gerston, R., Clarke, B.S., & Jordan, N.C. (2007). Screening for mathematics difficulties in K-3 students. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
Griffin, S. (2004). Teaching number sense. Improving Acjivment in Math and Scince. 91, 39-42.
Gersten, R., & Chard, D. (1999). Number sense: Rethinking arithmetic instruction for students with mathematical disabilities. The Journal of Special Education, 33(1), 18–28.
Jordan, N,C. (2010). Early predictors of mathematics achivment and mathematics learning difficulties: Encyclopedia on early chilfood development. Center of Excellence for Early Chilhood Development. http://childencyclopedia.com
Jordan, N.C., Glutting, J., & Ramineni, C. (2010). The importance of number sense to mathematics achievement in first and third grades. Learning and Individual Differences. 20, 1-7.
Jordan, N. C., Glutting, J., Dyson, N., Hassinger-Das, & Irwin, C. (2012). Building kindergartners’ number sense: A randomized controlled study. Journal of Educational Psychology. Advance online publication. doi: 10.1037/a0029018.
Jordan, N. C., Kaplan, D., Olah, L.N., & Locuniak, M.N. (2006). Number sense growth in kindergarten: A longitudinal investigation of children at risk for mathematics difficulties. Child Development, 77(1), 153-175.
Kelly S. M. (2008). Surface similarity and label knowledge impact early numerical comparisons. British Journal of Developmental Psychology, 26, 1, 13-32.
Kalchman, M., Moss, J., & Case, R. (2001). Psychological models for the development of mathematical understanding: Rational numbers and functions. In S. Carver & D. Klahr (Eds.), Cognition and instruction: Twenty-five years of progress (pp. 1–38). Mahwah, NJ: Erlbaum.
Lee, D. (2011). The implications of number sense on tne mastry of addition and subtraction concepts. Unpublished in partial fulfillment of the MA degree. University of Nebraska-Lincoin.
Landerl, K., Bevan, A. and Butterworth, B. 2004. Developmental dyscalculia and basic numerical capacities: A study of 8–9-year-old students. Cognition, 93(2): 99–125.
Lago, R.M., & DiPerna, J.C. (2010). Number sense in kindergarten: A factor-analytic study of the construct. School Psychology Review, 39(2), 164-180.
Malofeeva, E. (2005). Meta-analysis of mathematics instruction with young children. Unpublished Dissertation, University of Notre Dame, Notre Dame, Indiana.
Marmass, N., Bletsas, A., & Marti, S. (2000). Numerical mechanisms and childrens concepts of numbers. The media laboratory Massachusetts Institute of Technology: web.media.mit.edu.
Mohammad Ismail, E. & Hooman, H. (2001). Adaptation and Standardization of the Iranian Mathematics Test. Essential children's magazine. 323-332. (Persian).
Mazzocco, M.M.M., & Thompson, E.E. (2005). Kindergarten predictors of math learning disability. Learning Disabilities Research & Practice, 20, 142-155.
Nes, F.V. (2009). Young children number sense among students, Procedia Social and Behavior, 8, 317-324.
Osteregan, R., Skagerlund, K., & Traff, U. (2013). Cognitive condition of children at risk of developing mathematical learning disabilities. http://urn.kb.se/resolve? urn=urn: se:liu:diva-96698.
Pound, L. (2008). Thinking and learning about mathematics in the early years (1 st). London & New York: Routledge.
Rashtbari, M. (2005). The Effect of Classroom Education on the Understanding of the Number and Math Progress of Children with and Without Math Problems. Master's thesis. Free University Tehran Branch Center. (Persian).
Ramani, G., & Siegler, R.S. (2008). Promoting broad and stable improvements in low-income children’s numerical knowledge through playing number board games. Child Development, 79, 375–394.
Soxe, J.B. (1982). Culture and development of numerical cognition: Studies among the Oksapmin of Papua. New Guinca. Child Development, 52, 306-316.
Sood, S., & Jitendra, A. (2007). A comparative analysis of number sense instruction in reform-based and traditional mathematics textbooks. Journal of Special Education, 41(3),  145-157.
Yang, D.C. (2003). Teaching and Learning Number Sense – An Intervention Study of Fifth Grade Students in Taiwan. International Journal of Science and Mathematics Education, 1, 115-134.Shokohi Y, Parand A. Learning disability. Tehran: Tayyeb., 2006.
Journal of Learning Disabilities
Volume 8, Issue 2
April 2019
Pages 140-166

Files

Share

How to cite

Statistics