When I previously visited Kindergarten classes in the states, I was stunned to discover how much time that’s reserved for mathematical activities in a hands-on fashion. In the reform of america Principle and Standards for School Mathematics, number sense had been an important outcome. Therefore, the objectives of my research were to examine, using participant observation with running records as a technique, exactly how number sense is explained in a Kindergarten class in Texas. Throughout my observation, I specifically checked out the educations link with the rules and mathematics education theories. The end result of my analysis demonstrates that 90 minutes daily had been put aside for mathematical activities in hands-on fashion, adapted to satisfy the guideline requirements and goals. Additionally, the teaching noticed in the class was tightly linked to the mathematics educational theories.
Contents:Â Teaching Number Sense to Kindergarteners
1 Introduction
2 Aim and Questions
3 Method
3.1 Assortment
3.2 Data collection methods
3.3 Procedure
3.4 Validity and Dependability
4 Theoretical background
4.1 The mathematical main stream in the U S
4.2 Number sense
4.2.1 Definition of Number Sense
4.2.2 Number sense and the school curriculum
4.2.3 Children developing counting skills
4.2.4 Children understanding and using symbols for numbers
4.2.5 Young children’s understandings within the field of number sense
4.2.6 Teaching Number Sense
5 Teaching frames for Kindergarten mathematics
5.1 Guidelines
5.1.1 Federal Guidelines
5.1.2 State Guidelines
5.1.3 District guidelines
6 Observation and analysis
6.1 The teacher, class and classroom
6.2 A regular number-class
6.3 Examples of Number Sense activities
7 Discussion
7.1 Summary and conclusions of the result
7.2 Validity and dependability of the result…
Source: Malmo University
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