Assessing Number Sense in Students of Australia, Sweden, Taiwan, and the United States.

This paper reports selected findings from a study of number sense proficiency of students aged 8 to 14 years in Australia, Sweden, United States, and Taiwan. It comments on the meaning and importance of number sense, the development of the assessment instruments, and student responses to the items. Some implications for classrooms of the findings are then discussed. [ABSTRACT FROM AUTHOR]