Edited By Kevin Norley, Mehmet Ali Icbay and Hasan Arslan
A Study of Pre-Service Mathematics Teachers in Different Number Sense Components
Number sense is defined as a deep comprehension of mathematical principles and relations, advanced fluency and flexibility in computations and procedures, knowledge and evaluation of mathematical consistency and order, and a mature skill in studying numeric terms (Berch, 2005). Recently, number sense has been one of the aimed outcomes of elementary mathematics education. This happened because of the skills it offers students. Thanks to number sense, students are able to understand numbers; ways of representing numbers, relationships between numbers, and numeral systems; to perceive the meanings of computations and the relations established between them; and to compute fluently and to estimate logically (National Council of Teachers of Mathematics, 2000).
So far, studies on number sense have been able to describe some of its basic characteristic features, although satisfactory definitions of number sense have not yet been given (Şengül, 2013). For instance, in Politylo, White and Marcotte’s (2011) study, the purpose was to examine the mathematical structure of number sense; thus, a comprehensive literature survey about the components was done. 40 studies were researched and it was established that 34 different number sense components were used in those studies. Similarly, Berch (2005) gave 30 supposed components of number sense. Those studies reveal that the researchers in this field can classify number sense components they identify under common themes in accordance with their use. This study is based on four number sense components which are thought to represent the pre-service teachers’ number sense....
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