Date of Award

1-1-2007

Degree Type

Thesis - ECU Access Only

Degree Name

Doctor of Philosophy

School

School of Education

Faculty

Faculty of Education and Arts

Abstract

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.

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