PEDAGOGY THAT MAKES (NUMBER) SENSE: A CLASSROOM TEACHING EXPERIMENT AROUND MENTAL MATH

Abstract

We report on a classroom teaching experiment around number sensible mental math in a semester-long content course for preservice elementary teachers. We designed, implemented, and revised an instructional sequence aimed at students ’ development of number sense with regard to mental math. The data corpus included: a number sense test administered pre and post, interviews with 13 students pre and post, students ’ written work, and the instructor’s journal. Analysis of the data suggests that students did develop greater number sense as a result of their participation in classroom activities. Particular pedagogical innovations, such as those involving the use of models for reasoning, seem to have supported students ’ development of number sense. Results can inform mathematics teaching at various levels. The development of number sense in students is a widely accepted goal of mathematics instruction (NCTM, 2000). Good number sense is especially essential for elementary teachers. Without it, they are ill-equipped to make sense and take advantage of children’s often unorthodox but very number sensible solution strategies. Mental math ability is considered a hallmark of number sense (Sowder, 1992). Much work has been done with the aim of identifying the characteristics exhibited and strategies used by individuals who are skilled at mental mat