Pre-service Teachers’ Computational Knowledge, Efficacy, and Number Sense Skills

Abstract

The National Council of Teachers of Mathematics (NCTM) Curriculum Focal Points (2006) suggested heavy emphasis on instruction in whole numbers for young elementary students. Any intervention curriculum for students who are at-risk for mathematic difficulties should not be oversimplified. Number sense was defined by Berch (1998) as a developing construct that referred to: (a) children’s fluidity and flexibility with numbers, (b) the sense of what numbers mean, and (c) the ability to perform mental mathematics and look at the world and make comparisons. Additionally, the Glenn Report (US Dept. of Education, 2000) outlined the need for improving teacher preparation in mathematics and science. Currently, there is scarce research about students with disabilities’ number sense skills or teachers’ aptitude regarding number sense skills. Therefore, this study surveyed elementary, special education and general education teachers’ mathematical content and pedagogical knowledge with an added focus on number sense. Specifically, special education and general education teachers’ computational knowledge, efficacy to teach mathematics, and their approach to calculate math problems was explored.