Number sense
Number sense
Number sense
Number sense is considered as an innate numeracy skill, which not only humans but also some animals, such as fish and birds have. As the name says, it refers to sense of numbers. Number sense enables us to estimate the number of cars on the parking lot without counting them on-by-one, or to tell whether there are more people queueing in one line or in the other one.
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APPROXIMATE NUMBER SYSTEM (ANS)
It has been proposed that we use a system called approximate number system, ANS, when estimating magnitudes (e.g. object or dots) approximately, or making comparisons of numbers (1).
When testing what kind of number sense an individual has, researchers often use tasks, in which you need to compare a number of dots or number symbols. Those who have a good number sense often respond quicker and more accurately in these tasks compared to those with weaker number sense.
​
Look at the pictures.
Can you quickly estimate which of the pictures has more dots?
Number sense is considered as an innate numeracy skill, which not only humans but also some animals, such as fish and birds have. As the name says, it refers to sense of numbers. Number sense enables us to estimate the number of cars on the parking lot without counting them on-by-one, or to tell whether there are more people queueing in one line or in the other one.
​
APPROXIMATE NUMBER SYSTEM (ANS)
It has been proposed that we use a system called approximate number system, ANS, when estimating magnitudes (e.g. object or dots) approximately, or making comparisons of numbers (1).
When testing what kind of number sense an individual has, researchers often use tasks, in which you need to compare a number of dots or number symbols. Those who have a good number sense often respond quicker and more accurately in these tasks compared to those with weaker number sense.
​
Look at the pictures.
Can you quickly estimate which of the pictures has more dots?
Number sense is considered as an innate numeracy skill, which not only humans but also some animals, such as fish and birds have. As the name says, it refers to sense of numbers. Number sense enables us to estimate the number of cars on the parking lot without counting them on-by-one, or to tell whether there are more people queueing in one line or in the other one.
​
APPROXIMATE NUMBER SYSTEM (ANS)
It has been proposed that we use a system called approximate number system, ANS, when estimating magnitudes (e.g. object or dots) approximately, or making comparisons of numbers (1).
When testing what kind of number sense an individual has, researchers often use tasks, in which you need to compare a number of dots or number symbols. Those who have a good number sense often respond quicker and more accurately in these tasks compared to those with weaker number sense.
​
Look at the pictures.
Can you quickly estimate which of the pictures has more dots?
About the project
The research project iSeeNumbers focuses on tracing individual differences in children’s numeracy development from Grade 1 to Grade 3. The aim is to better understand the mechanisms behind the numeracy development by focusing on the developmental interplay between
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skills (numeracy, language and executive functions),
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motivation (interest and competence perceptions) and
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well-being (school value and math anxiety).
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AIMS
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Primary
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To provide knowledge about the individual differences in numeracy development, and its interplay with other skills (language, executive functions), motivation (interest, competence perceptions), and well-being (school value, math anxiety), as to better understand the mechanisms behind the numeracy development.
Secondary
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To identify groups of children with different profiles regarding their skills, motivation, and wellbeing in Grade 1, and to show the stability of and changes in group memberships over time until Grade 3
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To identify different developmental trajectories in numeracy from Grade 1 to Grade 3
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To identify early markers that best predict numeracy developmental trajectories
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To reveal processes and strategies that children with different levels of numeracy skills make, by analysing their eye movements
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To acknowledge physiological responses (heart rate and skin conduction) while executing numeracy tasks, and their relation to math anxiety
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OUTCOMES
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It is assumed that
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distinct subgroups of children with different profiles regarding their skills, motivation and well-being can be identified in the first grade
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stability of and changes in group memberships over time until Grade 3 are found
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early markers that can best predict the development and further protect for unfavourable numeracy development are found
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eye tracking reveals processes and strategies used in numeracy tasks
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relation of math anxiety and physiological responses are found
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As an implication for education, the findings can form the basis for development of interventions (e.g., educational games) relevant for children’s numeracy development, especially concerning those children at risk for unfavourable numeracy developmental path.
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FUNDING
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The Norwegian Research Council, FINNUT (Young Research Talent), 2018-2022
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University of Oslo, Department of Special Needs Education
