Keywords
Meanings of numbers
Relative magnitude of digits
Numerical sequence
How to Cite
Abstract
The present study examined, from a development perspective, three indicators of number sense: meaning of numbers, relative magnitude of digits in numbers and distance between numbers in the numerical sequence. Fifty children in the 1st and 2nd grade of elementary school performed three tasks, each related to one of these indicators. Cluster Analysis was used to define the profile of the participants regarding their understanding of number. Thus, they were divided into two groups: children with a good domain and those with a limited domain. The most skilled children performed better than the less skilled children in assigning meaning to numbers and in relation to the notion of the relative magnitude of the digits in numbers. However, assigning meaning to numbers was the most difficult task for participants in both profiles. The role played by formal and informal experiences in the mathematical knowledge of children is emphasized.
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