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            <title xml:lang="en">Unveiling number sense performance in preservice primary school teachers through hands-on activity</title>
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                <forename type="first">Linda</forename>
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            <idno type="halRefHtml">&lt;i&gt;Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)&lt;/i&gt;, Free University of Bozen-Bolzano; ERME, Feb 2025, Bozen-Bolzano, Italy</idno>
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                <title xml:lang="en">Unveiling number sense performance in preservice primary school teachers through hands-on activity</title>
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                    <forename type="first">Linda</forename>
                    <forename type="middle">Devi</forename>
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                  <title>Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)</title>
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                  <biblScope unit="serie">TWG02: Arithmetic and Number Systems</biblScope>
                  <biblScope unit="volume">TWG02: Arithmetic and Number Systems</biblScope>
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                <term xml:lang="en">preservice primary school teachers</term>
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                <term xml:lang="en">Number sense</term>
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              <p>&lt;div&gt;&lt;p&gt;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.&lt;/p&gt;&lt;/div&gt;</p>
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