## Graduation Semester and Year

2016

## Language

English

## Document Type

Thesis

## Degree Name

Master of Science in Mathematics

## Department

Mathematics

## First Advisor

Theresa Jorgensen

## Abstract

Understanding the real number system plays a very important role in each student’s mathematical achievement. The Texas Essential Knowledge and Skills (TEKS) for Mathematics Subchapter A. Elementary states, “For students to become fluent in mathematics, students must develop a robust sense of number” (TEKS Subchapter A Elementary, 2012). Knowledge of the real number system and number sense develops over several years. Once students get to high school, they are expected to have a large amount of knowledge about the real number system and number sense in order to effectively start and complete their high school math courses. However, many high school students struggle with real numbers concepts and operations. The purpose of this project is to investigate the area(s) of number sense that high school students need to understand in order to be successful in mathematics. A number sense assessment tool was developed specific to students at the secondary level. The tool was used to evaluate that number sense of 124 high school students in varied mathematics courses.The outcomes of the number sense assessment were compared with the students’ most recent standardized math score, as well as the grade of the first quarter of the highest common level high school math class. The result shows a positive correlation between secondary students’ number sense knowledge and their mathematic ability.

## Keywords

Number sense, Secondary education

## Disciplines

Mathematics | Physical Sciences and Mathematics

## License

This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

## Recommended Citation

Nguyen, Vi Le, "NUMBER SENSE IN HIGH SCHOOL MATHEMATICS STUDENTS" (2016). *Mathematics Theses*. 8.

https://mavmatrix.uta.edu/math_theses/8

## Comments

Degree granted by The University of Texas at Arlington