This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Gersten, R. Articles by Chard, D. Search for Related Content PubMed Articles by Gersten, R. Articles by Chard, D. Social Bookmarking                         What's this?

Number Sense

Rethinking Arithmetic Instruction for Students with Mathematical Disabilities

Eugene Research Institute

David Chard

University of Texas-Austin

We describe the concept of number sense, an analog as important to mathematics learning as phonemic awareness has been to the reading research field. Understanding the concept of number sense and relevant research from cognitive science can help the research community pull together fragmented pieces of earlier knowledge to yield a much richer, more subtle, and more effective means of improving instructional practice. This article demonstrates how the number sense concept can offer a useful framework for conceptualizing interventions that will significantly enhance mathematics instruction for students with mathematical disabilities.

The Journal of Special Education, Vol. 33, No. 1, 18-28 (1999)
DOI: 10.1177/002246699903300102


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				R. S. Martinez, K. N. Missall, S. B. Graney, O. T. Aricak, and B. Clarke Technical Adequacy of Early Numeracy Curriculum-Based Measurement in Kindergarten Assessment for Effective Intervention, March 1, 2009; 34(2): 116 - 125. [Abstract] [PDF]

				L. Rousselle and M.-P. Noel Mental Arithmetic in Children With Mathematics Learning Disabilities: The Adaptive Use of Approximate Calculation in an Addition Verification Task J Learn Disabil, November 1, 2008; 41(6): 498 - 513. [Abstract] [PDF]

				M. N. Locuniak and N. C. Jordan Using Kindergarten Number Sense to Predict Calculation Fluency in Second Grade J Learn Disabil, September 1, 2008; 41(5): 451 - 459. [Abstract] [PDF]

				D. P. Bryant, B. R. Bryant, R. Gersten, N. Scammacca, and M. M. Chavez Mathematics Intervention for First- and Second-Grade Students With Mathematics Difficulties: The Effects of Tier 2 Intervention Delivered as Booster Lessons Remedial and Special Education, February 1, 2008; 29(1): 20 - 32. [Abstract] [PDF]

				B. Clarke, S. Baker, K. Smolkowski, and D. J. Chard An Analysis of Early Numeracy Curriculum-Based Measurement: Examining the Role of Growth in Student Outcomes Remedial and Special Education, February 1, 2008; 29(1): 46 - 57. [Abstract] [PDF]

				D. J. Chard, B. Clarke, S. Baker, J. Otterstedt, D. Braun, and R. Katz Using Measures of Number Sense to Screen for Difficulties in Mathematics: Preliminary Findings Assessment for Effective Intervention, January 1, 2005; 30(2): 3 - 14. [Abstract] [PDF]

				R. S. Shalev Developmental Dyscalculia J Child Neurol, October 1, 2004; 19(10): 765 - 771. [Abstract] [PDF]

				B. A. Bottge Reconceptualizing Mathematics Problem Solving for Low-Achieving Students Remedial and Special Education, March 1, 2001; 22(2): 102 - 112. [Abstract] [PDF]