An Effective Remedial Instruction in Number Sense for Third Graders in Taiwan
Yang (2006) also showed that adopting a constructivist approach for number sense teaching helped Taiwanese students develop better understanding for number sense. [...]the teaching practices in this study not only highlight small-group and whole-class discussion, but also encourage students to quest...
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Published in | New waves (Rockville, Md.) Vol. 16; no. 1; p. 3 |
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Main Authors | , , |
Format | Journal Article |
Language | English |
Published |
Kennesaw
Chinese American Educational Research and Development Association
01.01.2013
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Subjects | |
Online Access | Get full text |
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Summary: | Yang (2006) also showed that adopting a constructivist approach for number sense teaching helped Taiwanese students develop better understanding for number sense. [...]the teaching practices in this study not only highlight small-group and whole-class discussion, but also encourage students to question, debate, and provide arguments to support their solutions during remedial instruction. [...]this result highlights the critical role of the teacher as a facilitator in the NS-based remedial instruction class, posing challenging questions, eliciting each student's thinking processes, listening carefully to students' ideas, and asking students to clarify and justify their ideas (NCTM, 2000; Yang, 2006). |
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ISSN: | 1526-8659 2379-4275 |