| Summary: | 碩士 === 臺北市立教育大學 === 數學資訊教育研究所 === 94 === The goal of this study was to investigate understanding of inservice elementary school teachers about number sense, teaching strategies of number sense and the development of number sense of students; and the profile of integrating number sense into mathematical instruction ,and teaching behavior.
Data were gathered through interviews of nine elementary mathematics teachers regarding their understanding about number sense followed by observations of the teachers instructing in their mathematics classes. Analyses included the categorization and comparison of these teachers’understanding and practices.
The conclusions are as follows:
1.The intuitive of number sense of teachers described as good intuition or sensitive about number sense. They stress on understanding number meanings,and ignore these relationships about quantity and operation.
2.The teachers have similar views about teaching strategies of number sense.
3.The teachers believe that children with good number sense (1)have well-understood number meanings and relationships,(2)awareness that multiple strategies exist,(3)recognize reasonableness of data and calculation.
4.The teachers lacked for knowledge of number sense, so that they can’t address the complete teaching strategies of number sense.
5.The teachers’teaching behavior of number sense is related to the understanding of number sense. The more understanding, the more profile of integrating number sense into mathematical instruction.
6.Teachers always administer the traditional evaluation techniques employed in teaching problem-solving.
7.The background of teachers are related to the understanding of number sense.
Base on the findings, the study proposes suggestions to educational institution, school teachers and further studies respectively.
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