The DOI matches its Crossref record; 75 of the 75 references it cites were found in a registry or an index.
Number Sense as Situated Knowing in a Conceptual Domain
Abstract
This paper presents a preliminary attempt to characterize number sense theoretically as a form of cognitive expertise. I propose a way to view conceptual domains using a metaphor of an environment in which one can know how to find resources and use them to make things. I discuss the domain of numbers and quantities as an example of a conceptual environment, and I interpret number sense as a set of capabilities for constructing and reasoning within mental models. This perspective provides reasons that support considering various aspects of number sense as features of students' general condition of knowing in the domain of numbers and quantities, rather than skills that should be given specific instruction. Some current trends in research about cognition and learning support this view of knowing in conceptual domains, including number sense.
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Cites
The Ecological Approach to Visual Perception
Bornstein, M. H., & Gibson, J. J. (1980) · The Journal of Aesthetics and Art Criticism · doi:10.2307/429816 · Cited by 22,935
Situated Cognition and the Culture of Learning
Brown, J. S., Collins, A., & Duguid, P. (1989) · Educational Researcher · doi:10.3102/0013189x018001032 · Cited by 13,645
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A social-cognitive approach to motivation and personality.
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The Senses Considered as Perceptual Systems
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Newell, A. (1972) · Cited by 6,222
Accommodation of a scientific conception: Toward a theory of conceptual change
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Mental Models: Towards a Cognitive Science of Language, Inference, and Consciousness
Ford, M., & Johnson-Laird, P. N. (1985) · Language · doi:10.2307/414498 · Cited by 4,419
Conceptual Change in Childhood
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Conceptualizing Teacher Professional Learning
Opfer, V. D., & Pedder, D. (2011) · Review of Educational Research · doi:10.3102/0034654311413609 · Cited by 1,814
Situated learning in science education: socio‐scientific issues as contexts for practice
Sadler, T. D. (2009) · Studies in Science Education · doi:10.1080/03057260802681839 · Cited by 667
The Role of Central Conceptual Structures in the Development of Children's Thought
Case, R., Okamoto, Y., Griffin, S., McKeough, A., Bleiker, C., Henderson, B., Stephenson, K. M., Siegler, R. S., & Keating, D. P. (1996) · Monographs of the Society for Research in Child Development · doi:10.2307/1166077 · Cited by 485
Participating in Classroom Mathematical Practices
Cobb, P., Stephan, M., McClain, K., & Gravemeijer, K. (2010) · A Journey in Mathematics Education Research · doi:10.1007/978-90-481-9729-3_9 · Cited by 448
Spillane, J. P., & Zeuli, J. S. (1999) · Educational Evaluation and Policy Analysis · doi:10.2307/1164544 · Cited by 340
Metadata
- Authors
- Greeno, J. G.
- Venue
- Journal for Research in Mathematics Education
- Published
- 1991-05
- Volume
- 22
- Issue
- 3
- Pages
- 170
- ISSN
- 0021-8251 (ISSN-L)
- OpenAlex
- W2061616255
- Cited by
- 521
- References
- 75
- FWCI
- 78.99
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
