A Local Instruction Theory for the Development of Number Sense

Gravemeijer's (1999 Gravemeijer, K. 1999. How emergent models may foster the constitution of formal mathematics. Mathematical Thinking and Learning, 1: 155–177. [Taylor & Francis Online] , [Google Scholar], 2004 Gravemeijer, K. 2004. Local instruction theories as a means of support for teachers in reform mathematics education. Mathematical Thinking and Learning, 6: 105–128. [Taylor & Francis Online] , [Google Scholar]) construct of a local instruction theory suggests a means of offering teachers a framework of reference for designing and engaging students in a set of sequenced, exemplary instructional activities that support students' mathematical development for a focused concept. In this paper we offer a local instruction theory to guide the design of a set of instructional activities in support of the development of number sense. We make explicit the goals, assumptions, underlying rationale, and related instructional activities and provide examples from a mathematics content course for preservice elementary teachers. In this way, we contribute to an elaboration of the construct of local instruction theory.