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 inNew waves (Rockville, Md.) Vol. 16; no. 1; p. 3
Main Authors Chen, Pei-Chieh, Li, Mao-Neng, Yang, Der-Ching
Format Journal Article
LanguageEnglish
Published Kennesaw Chinese American Educational Research and Development Association 01.01.2013
Subjects
Algebra
Children & youth
Childrens mathematics puzzles
Elementary School Mathematics
Grade 3
Mental Computation
Numbers
Secondary school students
Studies
Teaching methods
Taiwan
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Abstract 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).
AbstractList 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).
Author Chen, Pei-Chieh
Li, Mao-Neng
Yang, Der-Ching
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Snippet Yang (2006) also showed that adopting a constructivist approach for number sense teaching helped Taiwanese students develop better understanding for number...
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SubjectTerms Algebra
Children & youth
Childrens mathematics puzzles
Elementary School Mathematics
Grade 3
Mental Computation
Numbers
Secondary school students
Studies
Teaching methods
Title An Effective Remedial Instruction in Number Sense for Third Graders in Taiwan
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