Finding a Common Discourse: How do School Psychologists and Teachers Conceptualize Number Sense?
Summary
This study seeks to identify how school psychologists and teachers understand number sense. In some ways, teachers and school psychologists work together to help kids learn math. But, whether the two groups have similar understanding of number sense is unknown. In fact, the two groups may understand number sense in very different ways. In education and psychology research, there are differences in how "number sense" is understood (see Alcock et al., 2016; Berch, 2005; Osana & Proulx, 2018). But, it is unclear whether these differences extend to those currently working with students. As a result, the goal of this study is to identify how working school psychologists and teachers understand number sense. Then, a shared understanding of number sense will be presented. It is hoped that a shared understanding of number sense will help school psychologists and teachers work together. As a result, it is expected that the results can help support effective service delivery.
Eligibility
Eligible gender: Male, Female, Transgender, Other
Eligible ages: 23 to 80
Accepts healthy participants: Yes
Inclusion criteria:
You are eligible to participate in this research if:
a) You are a registered school psychologist in Ontario.
b) You are a certified elementary school teacher in Ontario.
Exclusion criteria:
You are not eligible to participate in this research if:
a) You are a high school teacher
b) You are not currently practicing in Ontario
Participate
Fill out the following form if you want to participate in this research
Collection of personal information
Your personal information is collected under
the authority of section 33(c) of the Freedom of Information and Protection of Privacy Act. If
you have any questions about the collection or use of this information, please visit our
Access to Information page.
Additional information
Contact information
Please email: kelsey.gould@ucalgary.ca
Principal investigator:
Michelle Drefs
Clinical trial:
No
REB-ID:
REB22-0445