Study of number sense: mathematical learning and research in perspective
DOI:
https://doi.org/10.14244/198271992757Keywords:
Number sense, Mathematical learning, Predictive studies, Intervention.Abstract
This essay aims to elucidate issues related to the origin, definition and contributions of number sense to mathematical learning. We discuss the controversies involved in the origin and conceptualization of the construct, as well as the understanding of number sense that characterizes this work. We present studies that highlight the relevant role that number sense plays in the construction of initial mathematics and the relation that this construct has evidenced in children’s later mathematical performance. These findings are then related to educational actions developed by researchers in the field, showing the effectiveness of the investment in developing mathematical interventions. In conclusion, it is evidenced the controversy that characterizes the concept of number sense, which reflects the need for more research in this field. A strong predictive relationship between the construct and later mathematical knowledge is also highlighted, which has led to the realization of intervention studies in this field. Such studies have shown encouraging results for kindergarten and elementary school students who have difficulties in learning mathematics.
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