The Bulletin of Japanese Curriculum Research and Development
Online ISSN : 2424-1784
Print ISSN : 0288-0334
ISSN-L : 0288-0334
Acquiring Number Sense through Current Mathematics Education
Tatsuya HIGASHIHiroto FUKUDA
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2017 Volume 40 Issue 3 Pages 59-67

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Abstract

The purpose of this paper is to clarify acquiring number sense and future number sense through current mathematics education. In order to achieve this purpose, we analyzed previous studies in terms of number sense. Two points emerged from previous studies of number sense: (1) We used “Sukankaku” as a translation of number sense mainly, but previous studies mixed up sense with intuition. (2) Many researchers focused on number sense in terms of mathematical contents of numbers and computations. However, it is hard to say that it has enough discussion from current social changes. Therefore, we used “Sutyokkan” as a translation of number sense in this paper. This study suggested a model of interconnection between number sense and number logic which is based on the problem posing model (Fukuda, 2016) and Jung’s type model (Yoshikawa, 2011). Finally, we clarified necessities of acquiring logical thinking by acquiring number sense and acquiring number sense by acquiring logical thinking.

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© 2017 Japan Curriculum Research and Development Association
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