Monday, September 20, 2010

F) Number Sense and common practises

I stepped into my colleague’s classroom one day and heard her asking her K2 children this question,
“There were 6 sweets on the table, Tom and Jean each took a sweet. How many sweets were left?”


One child took and counted six uni-fix cubes. He then took away two uni-fix cubes and counts the remaining four.

Another child was seen using his fingers, counting out to six before bending down a finger each time the next number is said until she has four fingers showing.


According to the NCTM standard, “Number sense develops as students understand the size of numbers, develop multiple ways of thinking about and representing numbers, use numbers as referents, and develop accurate perceptions about the effects of operations on numbers” (p.80).


Personally, number sense is not a skill to be taught within a few days. Number sense is a skill that we picked up over time, determined by our individual learning process and understanding. As children’s number sense develop, they will be able to come out with more methods to problem solve. Being unique and different, children will use various strategy to problem solves and it is this learning process which makes solving mathematics exciting and meaningful.

Some common practices in pre-school Mathematics syllabus are:

1) Early counting

2) Relationship of more, less and same

3) Rote counting (counting forward and reverse counting)

Some not common practices include:

1) Using calculators to do doubles and near doubles.

2) Anchoring Numbers to 5 and 10


I noticed that in most preschools, mathematics appears to be a neglected subject as not enough time is given to the children to explore and learn. Teachers often find that they are lack of sufficient time for proper teaching and as such, a “touch and go” attitude develops. The group size of the class poses another problem for teachers too. Teachers might find it difficult to ensure all the children understand the topic totally.


In order to extend children’s learning and help them to develop better number sense, teachers must firstly, be able to understand each child’s current number sense. Upon the information gained, teachers then need to address their own teaching and ensure that their children understand mathematical concepts and procedures.

At the same time, it is important for teacher to recognize the various level of number sense each child has and in turn, provide him/her with new insights on problem solving. All these will be achievable, as long as teachers are able to manage their time well and access the children accordingly.



 "The seeds (understanding number sense) that we sow in these children will bear fruits when the children are able to identify and problem solve by themselves. "
~Liaw Wanling

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