Journal of Research in Science, Mathematics and Technology Education

Development of number sense and numeration: a continuum hypothesis

Nathalie Bisaillon 1 *
1 Université de Montréal* Corresponding Author
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Journal of Research in Science, Mathematics and Technology Education, Volume 6, Issue SI, June 2023, pp. 91-108
OPEN ACCESS VIEWS: 932 DOWNLOADS: 853 Publication date: 15 Jun 2023
ABSTRACT
This text focuses on the development of number sense, specifically addressing the challenges associated with understanding the number system, including the connections to and difficulties in early arithmetic learning. It provides a synthesis of the scientific literature related to this development. It concludes by proposing a hypothesis for the development of number sense, associated with the construction of dynamic and pictorial mental representations. This continuum proposes five key phases: perception of small quantities, additive thinking, multiplicative thinking and pre-place value, passage to tens and passage to hundreds and understanding place value.
KEYWORDS
mathematics, learning difficulty, number sense, numeration, subitizing, groupitizing, mental representation.
CITATION (APA)
Bisaillon, N. (2023). Development of number sense and numeration: a continuum hypothesis. Journal of Research in Science, Mathematics and Technology Education, 6(SI), 91-108. https://doi.org/10.31756/jrsmte.615SI
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