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Establishing Foundations for Research on Number Sense Judith DOCUMENT RESUME ED 317 413 SE 051 328 AUTHOR Sowdev, Judith T., Ed.; Schappelle, Bonnie P., Ed. TITLE Establishing Foundations for Research on Number Sense and Related Topics: Report of a Conference (San Diego, California, February 16-17, 1989). SPONS AGENCY National Science Foundation, Washington, D.C. PUB DATE Aug 89 GRANT MDR-8751373 NOTE 107p. AVAILABLE FROMJudith Sowder, Center for Research in Mathematics and Science Education, College of Science, San Diego State University, San Diego, CA 92182-0315 (free while supply lasts). PUB TYPE Collected Works - Conference Proceedings (021) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS *Cognitive Processes; Cognitive Psychology; *Computation; *Estimation (Mathematics); *Mathematical Concepts; Mathematical Logic; Mathematics Education; *Number Concepts; *Numbers; Number Systems IDENTIFIERS *Mathematics Education Research ABSTRACT Research on computational estimation and mental computation has received a considerable amount of attention from mathematics educators during the past decade. These proceedings resulted from a meeting to explore dimensions of number sense and its related fields. The participants came from three groups: mathematics educators actively pursuing research on the topic; cognitve psychologists; and other mathematics educators who have adapted methods and models from psychology. The conference was unusual in that no formal papers were presented; instead, each participant submitted suggestions for preconference reading which was to serve as background for 2 days of discussion. The discussions were focused by the following questions: (1) What is number sense? How do we assess and teach it? How is it linked to mental computation and computational estimation?;(2) What research questions regarding these issues need to be addressed? What are the theoretical foundations for this research?; and (3) What do you want to see accomplished at the conference? Part I of the proceedings consists mainly of transcripts of the responses to three questions. After the conference had concluded, each participant was asked to write a short paper to include reflections on the themes of the conference. These papers are contained in Part II of the proceedings. Appendices list references and participants. (Y?) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** "PERMISSION TO REPRODUCE 1HI!-; S C)EPARTMEN T OF EDUCATION MATERIAL INMICROFICHE ONLY I t` HAS BEEN GRANTED BY Dlit,AlluNAl HI !-,fIlft:f INH)fikiATION f HrF141(:1 ofof, Judith Sowder If, InPhi.(lerSf,r1 (11(0111:11,(111 helm made to rfil1/1()VI. quie4ly TO THE EDUCATIONAL RESOURCES VIVA tir 11 1'1.C1Y;t1,11y ()Ificial INFORMATION CENTER (ERIC)." ()I 1-4i ,,r y ESTABLISHING FOUNDATIONS FOR RESEARCH ON NUMBER SENSE AND RELATED TOPICS: REPORT OF A CONFERENCE Judith T. Sowder and Bonnie P. Schappelle, Editors August 1989 This conference was funded by the National Science Foundation (Grant No. MDR-8751373). The opinions expressed here do not necessarily reflect the position, policy, or endorsement of the National Science Foundation. BEST CuPY AVAILABLE Contents Introduction . / PartI: Conference Notes Expectations . 7 Discussion Notes Number Sense 19 Number Size . 20 Instruction on Estimation Views on Mental Computation 22 Assessment . 23 Theoretical Framework 24 Wrap-Up 25 Part II:Reflections Lauren B. Resnick: Defining, Assessing, and Teaching Number Sense 35 Sandra P. Marshall: Retrospective Paper: Number Sense Conference . 40 James G. Greeno: Some Conjectures About Number Sense . 43 Robbie Case: Fostering the Development of Children's Number Sense 57 Robert E. Reys: Some Personal Reflections on the Conference . 65 Harold L. Schoen: Reaction to the Conference on Number Sense . 67 Barbara J. Reys: Conference on Number Sense: Reflections 70 Paul R. Trafton: Reflections on the Number Sense Conference 74 Zvia Markovits: Reactions to the Number Sense Conference . 78 James Hiebert: Reflections After the Conference on Number Sense. 82 Merlyn J. Behr: Reflections on the Conference . 85 Thomas P. Carpenter: Number Sense and Other Nonsense . 89 Edward A. Silver: On Making Sense of Number Sense 92 Appendices A. Reference List . 97 B.Preconference Reading List 104 C.Conference Participants . 106 Introduction Judith Sowder Research on computational estimation and mental computation has receiveda considerable amount of attention from mathematics educators during the past decade. For the most part these research efforts have been exploratory and self-contained, emerging from questions about classroom experiences, about testing results, or about curriculum change, While these efforts have furnished us with insights into how people perform computational estimation and mental computation, they often have lacked a theoretical framework for interpreting results, clarifying directions for subsequent study, and lendingan overall coherence to the research. During this same time span, cognitive and developmental psychologists have been writing on such topics as mathematical intuition, higher .order thinking, mental schemas for understanding mathematics, and the development of luantitative thinking. It is not difficult to see that the work of the two groups is related. Furthermore, cognitive psychology has developed new methods for analyzing learning and task performance, and has formulated and tested new models for human learning. These methods and models have been used by both psychologists and mathematics educators to study the mathematical content ofsome topics in the mathematics curriculum and the psychological processes involved in performing them (Sowder et al., 1989).This body of work has not, however, so far included number sense and estimation. These conference proceedings result from a meeting of some of the people interested in exploring the many dimensions of number sense and its related fields of study. The conference was held in San Diego on February 16 and 17, 1989, with participants from three groups: mathematics educators actively pursuing research on numbersense, estimation, or mental ccmputation; cognitive psychologists whose work has insome way been related to these topics; and other mathematics educators who have successfully adapted methods and models from psychology to establish a theoretical rationale for theirown research efforts. The belief was that the collaboration of participants with these different sorts of expertise would clarify the research domain and help delineate appropriate theoretical foundations on which to build future research efforts within the domain. The conference was a bit unusual in that there were no formal papers presented. Instead, each participant submitted suggestions for preconference reading (see Appendix B). The papers were either to be directly related to quantitative thinking, estimation, mental computation, or number sense, or they were to be included because the methodologyor questions investigated were thought to be pertinent to the purpose of the conference. These readings provided a common background for the two days of discussion. The discussions were focused by the following questions: (1) What is number se'ise? 1low do we assess it? 1-Tow dowe teach it? flow is it linked to mental computation and computational estimation? (2) What research questions regarding these issues need to be addressed? Whatare the theoretical foundations for this research? How does research in otherareas of mathematics learning (exemplified in some of the preconference readings) relate to this agenda, and to the foundations for this research? (3) What do you want to see accomplished during the next two days? Are there particular issues you would like to see addressed? 1 Each participant was asked to address the last of these points at the opening session of the conference, Part I of the proceedings includes an edited transcript of theresponses. The last discussion of the conference, in which many of the ideas previously discussedwere summarized and extended, is also included in edited transcript form in Part I of these proceedings.Between these discussions is a section that can best be describedas a distillation of parts of the remaining conference discussion pertinentto the first two questions. After the conference had concluded, each participant was asked to writea short paper to include reflections on the themes and subthemes of the conference, subsequent ideas related to the conference topics, and suggestions for next steps. These papers are contained in Part II of these proceedings, and they fall quite naturally into three categories, consistent with the backgrounds and interests of the three groups represented among the participants and their different purposes for attending the conference. The first four papers are by psychologists who, through their research and interest in mathematics learning, have come to recognize the critical role that numbersense plays in the acquisition of number concepts and skills. Since the primary purpose of the conferencewas to consider theoretical foundations for continued research on number sense and related topics, each of the psychologists addresses this issue. Resnick discusses the assumptions that underlie much of our thinking about knowledge and competence, assumptions that derive from associationist psychology. Because number sense is nota collection of "pieces of
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