Abstract—To examine the number sense strategies used by elementary school teachers, six elementary school teachers were interviewed by semi-structured interview method. Over one-third of the responses used rule-based methods and about 12% of participants’ responses were deemed incorrect. About a half of the teachers’ responses showed evidence of the use of number sense. In addition, the teacher with background in mathematics education outperformed the teachers with background in Chinese Literature Education and Sociology. Therefore, a question of utmost importance for future teacher professional development is how to help elementary school teachers develop a profound understanding of number sense.
Index Terms—Elementary-school-teachers, number-sense, rule-based-method.
D.-C. Yang is with the Graduate Institute of Mathematics and Science Education, National Chiayi University, 621 Wenlung village, Chiayi county, Chiayi, Taiwan (e-mail: dcyang@mail.ncyu.edu.tw).
H.-J. Jun is with Dalin Elementary School, Taiwan (e-mail: tles040@mail.tles.cyc.edu.tw).
Cite: Yang Der-Ching and Jan Hung-Jin, "The Study of Primary School Teachers’ Performance on Number Sense," International Journal of Information and Education Technology vol. 9, no. 5, pp. 342-349, 2019.