Number sense in problem solving on three active teachers
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Abstract
It is documented that number sense is of utmost importance for the development of early arithmetic skills, but there are few studies that address this knowledge on in-service mathematics teachers. In this study we have proposed to analyze the components of number sense that practicing teachers activate when they face various mathematical problems. From a qualitative approach, a multiple case study is carried out, which allows us to reveal the predominance of certain components of number sense. The findings highlight the relationship between the levels of mathematics training of teachers and the activation of components of number sense.
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References
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