The last part will contain a few comments about assessing the presence of number sense and the importance of the role of the teacher. Such a theoretical analysis which includes the hypothesis that number sense is an example of conceptual reasoning is beyond the scope of this paper. However, the opposite is also true. Many times the presence of indicators of number sense is also easy to recognize. This placement is not accidental.
Number sense is a requisite for becoming mathematical problem solvers.
Number sense is a key component of mathematical literacy. The author concludes that the development of number sense requires an environment that fosters curiosity and exploration at all grade levels. The conceptual understanding and the thinking that are part of number sense can best be accommodated in a setting where appropriately selected tasks are part of conversational activity. Fostering the development of number sense requires a focus on selecting or preparing activities and creating appropriate settings. This is especially true for the early grades.