FMT3701
Assignment 2
(Detailed Answers)
Due 26 July 2025
, FMT3701
Assignment 2: Detailed Answers
Due 26 July 2025
QUESTION 1
1.1 Explain the concept “number sense” and its development
Number sense refers to a learner’s intuitive understanding of numbers, their
relationships, and how they are affected by operations. It is the foundation of all higher
mathematical thinking and includes the ability to estimate, compare quantities,
recognize patterns, and understand the meaning behind numerical symbols (Gersten &
Chard, 1999).
In the Foundation Phase, the development of number sense progresses through:
• Informal experiences: Learners count real objects (e.g., toys).
• Symbolic representation: They begin to understand numerals and associate
them with quantities.
• Part-whole relationships: Learners understand that numbers can be broken
into parts and recombined.
• Flexible thinking: Learners develop strategies to solve numerical problems
using estimation or mental calculation.
Reference: Gersten, R., & Chard, D. J. (1999). Number sense: Rethinking arithmetic
instruction for students with mathematical disabilities. The Journal of Special Education,
33(1), 18–28.
Assignment 2
(Detailed Answers)
Due 26 July 2025
, FMT3701
Assignment 2: Detailed Answers
Due 26 July 2025
QUESTION 1
1.1 Explain the concept “number sense” and its development
Number sense refers to a learner’s intuitive understanding of numbers, their
relationships, and how they are affected by operations. It is the foundation of all higher
mathematical thinking and includes the ability to estimate, compare quantities,
recognize patterns, and understand the meaning behind numerical symbols (Gersten &
Chard, 1999).
In the Foundation Phase, the development of number sense progresses through:
• Informal experiences: Learners count real objects (e.g., toys).
• Symbolic representation: They begin to understand numerals and associate
them with quantities.
• Part-whole relationships: Learners understand that numbers can be broken
into parts and recombined.
• Flexible thinking: Learners develop strategies to solve numerical problems
using estimation or mental calculation.
Reference: Gersten, R., & Chard, D. J. (1999). Number sense: Rethinking arithmetic
instruction for students with mathematical disabilities. The Journal of Special Education,
33(1), 18–28.
