Unveiling number sense performance in preservice primary school teachers through hands-on activity
Résumé
This study explores how hands-on activities, specifically paper folding, reveal the number sense performance of preservice primary school teachers. By engaging in tasks introducing and exploring number patterns, participants demonstrated their ability to transition from the real world of quantities to numerical expressions, recognise relationships among numbers, and intuitively identify sequence patterns. The result discloses varying ability levels to translate between number representations, understand the additive and multiplicative structures of numbers, and grasp the interaction between this translation process and the conceptual understanding of operations.
Domaines
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