M. Maghfirah, A. Mahmudi
Number sense has become an important topic in mathematics education in the last view decades. Number sense, for the most part, refers to an individual general comprehension with regard to numbers and flexibility in using the operations for making mathematical judgments. In general, number sense is not seen as an issue which is directly taught within a sub-chapter or a specific topic. Instead, it is assumed as the result of mathematical experience where students could employ their sense in understanding circumstances involving numbers without exerting standard algorithm. This article entails an in-depth discussion with respect to number sense and its components, the way it can be promoted, and the previous research recording its comparison with students' achievement. © 2018 Published under licence by IOP Publishing Ltd.
Mathematics Education Department, Graduate School, Yogyakarta State University, Sleman, D.I. Yogyakarta, 55281, Indonesia
Research at a Glance
Register to unlock
Topics & SDG Alignment
Register to unlock
Collaboration
Register to unlock
Author Profile (Selected)
Register to unlock
References Overview
Register to unlock
Journal & Source
Register to unlock
Metadata & Integrity
Register to unlock