PME-NA

Three decades of number sense research: Commemorating the contributions of Der-Ching Yang

• In Event: Number Sense

Description

Der-Ching (D.-C.) Yang’s pioneering research redefined how number sense is assessed and taught, bridging the gap between procedural fluency and conceptual understanding. His development of multi-tiered diagnostic tools transformed number sense evaluation, addressing students’ reasoning and misconceptions. Yang also promoted instructional approaches that emphasize conceptual understanding fostering mathematical reasoning. His work has significantly influenced curriculum design, teacher education, and mathematics instruction internationally. As we commemorate his legacy following his passing, this proposal honors his lasting impact and aligns with the broader mission of educating for change in mathematics education.

Authors

• Azar Kamaldar, Florida State University

• Ian Whitacre, Florida State University

• Bright Awelana Bakiweyem, Florida State University