Number Sense Instruction: A Comprehensive Literature Review

Flashcards covering key concepts, findings, and implications from the literature review on number sense instruction.

What are the three types of instruction categorized in the review of number sense interventions?

Constructivist, explicit, or a combination of the two.

How many studies were located that met the inclusion criteria for the review?

Twenty-three studies.

What is considered an integral part of successful functioning in life according to the review?

A strong sense of number and the quantity it represents.

According to research, what difficulties do many students from the United States experience?

Difficulties in mental computation, estimation, and quantitative judgment.

What does number sense entail?

Knowledge of counting, number patterns, magnitude comparisons, estimation, and number transformation.

What is the impact of strong number sense in students?

It helps them to solve problems in a flexible manner.

What has traditional mathematics instruction emphasized more?

Basic skills instruction rather than higher-order skills like thinking and reasoning.

What type of mathematical knowledge is comprised of procedural and conceptual knowledge?

Mathematical knowledge.

What change in focus occurred with the NCTM's standards published in 1989 and 2000?

Shift from procedural knowledge to conceptual knowledge.

What is the epistemological theory that underpins the notion of conceptual knowledge?

Constructivism.

What are constructivist classrooms characterized by?

Inquiry-based teaching practices that help learners internalize and transform new information.

What is one of the most important skills for success with mathematical computations according to the review?

Number sense.

What does cognitive guided instruction emphasize in teaching mathematics?

Using evidence from cognitive science to improve mathematics instruction.

What criteria were used for including studies in the review?

Focus on number sense with some form of evaluation of effectiveness.

How many studies used explicit instruction in the review?

Four studies.

How many studies utilized a constructivist approach?

Sixteen studies.

What statistical measures were used to determine inclusion of studies in the review?

Inter-rater reliability.

What was the proficiency target for students included in the studies reviewed?

Improving mathematics proficiency.

What was the comparison made in the study by Arnold et al. (2002)?

Emergent math skills of preschool students in intervention vs control groups.

What was the significant impact of the ELM program as studied by Chard et al. (2008)?

Students in ELM classrooms scored higher on the Stanford Early School Achievement Test.

What did Olson and Foegen's (2009) study aim to compare?

Small group teacher-developed interventions vs. 3-Tier Mathematics Model interventions.

What was the main finding from Clarke et al. (2011) regarding at-risk students?

Greater gains in ELM classrooms compared to control classrooms.

What was a key result of Yang (2003)'s study?

Significantly enhanced number sense from the experimental group compared to the control.

What type of design did Sood and Jitendra (2013) employ in their study?

Pretest-posttest-delayed posttest design.

What did the study by Dyson et al. aim to determine?

Effectiveness of an 8-week number sense intervention for kindergarten children.

What percentage of children from the experimental group passed level 1 of the Number Knowledge Test according to Griffin et al. (1997)?

87%.

Which group of students showed significant improvements in math skills according to Young-Loveridge (2004)?

Preschool students receiving the specific program.

What was the overall implication of the review for future research on mathematics instruction?

Investigate the impact of validated number sense instruction across grade levels and abilities.

What did Clements and Sarama (2008) find regarding the effectiveness of their preschool math program?

Intervention groups significantly outperformed the control group.

What was the primary conclusion drawn from the literature review?

Both procedural and constructivist interventions are essential for promoting competence in mathematics.