A Study of Number Sense Performance among Low-SES Students, New Immigrant Children, and Typical Learners in Grades Four Through Six

Abstract

To examine the relative performance in number sense among low-SES students, new immigrant students, and typical learners in grades 4 through 6, data were collected through a number sense web-based, two-tier test. A total of 628 fourth graders, 535 fifth graders, and 524 sixth graders in Taiwan participated in this study. Results showed that there were statistically significant differences in number sense performance among new immigrant children, low-SES students, and typical learners in the fourth, fifth, and sixth grades. The subsequent post hoc comparisons indicated that there was a statistically significant difference between typical learners and new immigrant children in fourth and fifth grades. Moreover, there were statistically significant differences between typical learners and low-SES students in fifth and sixth grades. The Chi-squared test results also showed that there were significant differences in the uses of solution methods between the fourth, fifth, and sixth graders. Implications of this study and suggestions for the future studies are discussed.

An analysis of number sense skills of Syrian immigrant students by gender and duration of stay

“…When the significance of this difference for the variable of the duration of stay as an immigrant is evaluated, it can be concluded that the difference in WTTT-NS and in all components except the component of using different representations of numbers and operations have a significant and moderate effect in favour of the older group. Such differences are similar to the findings of some studies conducted by Akkaya, (2016), Aunio (2006, p. 29), Aunio et al (2006), Chen et al (2015), Pittalis et al (2018), andSing (2009) who have stated that as the grade level or age increases, the number sense performance of individuals will increase, despite the fact that they differ with the study conducted by Mohamed and Johnny (2010). In addition, the result of Petersson's (2018) study in which immigrant students and local students (new immigrants have higher performance compared to old immigrants) were compared also differs from the current study results.…”

“…In addition, the reason why Syrian immigrant students preferred number sense-based solutions more than other solutions in WTTT-NS is one of the surprising results of this study, and it should be noted that most students have a low level of number sense. Compared to these results, a number of studies (Almeida et al, 2016;Kayhan Altay, 2010;Yapici, 2013) have found that rule-based solutions are preferred due to rote-learning, while Caglar (2021) and Chen et al (2015) have reported that misconception-based solutions are predominant in their studies. However, the fact that Caglar (2021) and Yang and Cheung (2020) stated that number sense-based solutions are dominant in the component of recognizing the relative number size in their studies, being similar to the results obtained in the current study.…”

“…In the literature, for example, the general number sense success rate was reported as 46.00% by , 34.00% by , 20.00% by Yang and Lin (2015), 24.00%-30.00% by Akkaya (2016); there are a number of other studies (Caglar, 2021;Markovits & Sowder, 1994;Reys et al, 1999;Verschaffel et al, 2007;Yapici & Kayhan Altay, 2017) whose results were in parallel with those of the current study. On the other hand, Chen et al (2015) examined the number sense performances among 4 th , 5 th , and 6 th grade local students, recent immigrants, and those with low socioeconomic levels in Taiwan, finding that new immigrant students in 6th grade had better number sense performances compared to other students. Having examined the relationship between poverty and the academic achievement of students in immigrant families, Zhang and Han (2017) stated that immigrant students outperformed local students from a certain poverty status.…”

“…However, the fact that Caglar (2021) and Yang and Cheung (2020) stated that number sense-based solutions are dominant in the component of recognizing the relative number size in their studies, being similar to the results obtained in the current study. Moreover, the reason for the number sense and rule-based solutions being dominant in the older group can be assumed to be their longer interaction with the mathematics course (Chen et al, 2015), while the reason why these solutions are found at a high rate among male students is thought to stem from the fact that male immigrants start their business life at a younger age compared to female ones (Aksoy, 2020), enabling them to practice arithmetic operations.…”

“…As a result of the study, it was reported that the process could support the development of mathematical vocabulary and underlying mathematical concepts in classes with immigrant students. Moreover, Chen et al (2015) aimed to understand the differences in number sense performance between immigrant students and those at different levels and classes (students with lower SES besides those studying at fourth, fifth, and sixth grades). As a result of the study, a statistically significant difference was found in number sense performance between immigrant students, students with lower SES, and normal students in the fourth, fifth, and sixth grades.…”