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.
