An examination of the relationships between teaching and learning styles, and the number sense and problem solving ability of Year 7 students

Date of Award


Degree Type


Degree Name

Doctor of Philosophy


School of Education


Faculty of Education and Arts


Independent studies of teaching for number sense and problem solving have revealed that teaching for either of them separately poses a great challenge for the teacher. Yet research focusing on the relationship between number sense and problem solving was virtually non-existent, although the relationship between students' number ·sense and problem solving ability was becoming more and more evident through various modes and endeavours. This study sought to explore what sort of relationships exist between students' number sense and their problem solving ability, and the contribution of the teacher's teaching style and the students' learning style towards students' performance in these two respective areas.

Access Note

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Access to this thesis is restricted. Please see the Access Note below for access details.