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LME Week 2 Number sense Certification Review Exam Questions With Multiple Choices & Verified Answers. CA$18.66   Add to cart
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LME Week 2 Number sense Certification Review Exam Questions With Multiple Choices & Verified Answers.
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Number sense - correct answer Understanding of number, numerical skills, and feeling for numbers Counting principles - correct answer 1. Stable order 2. One-one correspondence 3. Cardinality 4. Order i...

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  • August 15, 2024
  • 7
  • 2024/2025
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  • lme week 2 number sense

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  • LME.
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LME Week 2 Number sense

Number sense - correct answer Understanding of number, numerical skills, and
feeling for numbers



Counting principles - correct answer 1. Stable order

2. One-one correspondence

3. Cardinality

4. Order irrelevance (can start at beginning or end as long as each object is counted 1x)

5. Abstraction (can count complex things or things of diff nature EX pairs)



Counting procedures/skills - correct answer - Verbal counting

- Synchronous/simultaneous counting (saying verbal number & pointing to counted object)

- Resultative counting

- (Structured counting)



Verbal counting - correct answer Verbal production of the number word
sequence, forwards and backwards = no "rote" activity - insight into (culture/language-specific)
structure of the number system needed



Object counting - correct answer - Counting objects

- On the basis of (a) verbal counting competencies, (b) understanding of counting principles & (c)
mastery of counting skills



Magnitude understanding - correct answer - Object tracking system

- Approximate number system (ANS)



Approximate Number Aystem (ANS) - correct answer For internal
representation of numbers; mental number line

, ANS assessment - correct answer 1. Magnitude comparison task (symbolic &
non-symbolic)

2. Number line estimation



Magnitude comparison task - correct answer 2 magnitudes are presented ->
which is the largest



Number line estimation - correct answer - Start + end chosen

- Also symbolic (numbers) & non-symbolic (dots)

- Children have to put numbers or dots on number line

- P->N = position to number

- N->P = get number -> where on line is it



Habituation paradigm - correct answer - To analyze numerical representations
of really young children

- Increased interest (looking longer) of children in numerical situations



From non-symbolic to symbolic - correct answer Children have understanding
of magnitude at age 2/3 before they enter formal schooling; first non-s and then sym; also some
neuroscientific evidence for it -> activation in the brain; better than random at tasks



Findings magnitude understanding - correct answer - Evidence infants &
animals understand non-symb tasks & preschoolers symb tasks

- Magnitude understanding develops w/ age & experience; size + distance effects decrease; number line
estimation from logarithmic to linear

- Positive relation with current & later mathematical development

- Math skills typically more strongly associated w/ precursors that are symbolic in content than w/
nonsymbolic precursors



Train precursor skills as intervention - correct answer 1. Board games;
traditional number representative

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