LME Week 2 Number sense Certification Review Exam Questions With Multiple Choices & Verified Answers.
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Module
LME.
Institution
LME.
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...
- 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
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
- 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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