An Investigation into the Number Sense Performance of Secondary School Students in Turkey

Akkaya, Recai

doi:10.11114/jets.v4i2.1145

Cited by 21 publications

(20 citation statements)

References 35 publications

(40 reference statements)

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“…It was detected that there is a significant difference on the achievement of NST, CTF and UB dimensions and no significant difference on the achievement of FC dimension. In terms of NST, this finding was parallel to result of [20] and contradicted result of [12]. Because, [12] stated that the success of the number sense decreased when class level increased.…”

Section: Resultscontrasting

confidence: 53%

Investigation Number Sense Test Achievements of Middle School Students According to Different Variables

Gürefe¹,

Öncül²,

Es³

2017

EDUCATION

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In this study, it was examined achievement in middle school students' number sense and its sub-dimensions according to various variables. Number sense means that people can make logical estimates about various uses area, be able to recognize arithmetic errors and number patterns, to choose the most effective way of calculation. Number Sense Scale consists of three dimensions: Flexibility in Calculation, Conceptual Thinking in Fractions, and Using Benchmark (reference points). Unrelated samples t-test, one-way Anova, two-way Anova, and Kruskal-Wallis analyzes were used to determine whether students' achievements in total and sub-dimensions of number sense scale differed significantly in terms of gender and grade levels. From findings obtained from the research, there was no meaningful difference in the students' achievement in numerical sense total and sub-dimensions in terms of gender and in using benchmark (reference points) in terms of grade level. However, there was a meaningful difference in the number sense total, flexibility in calculation and conceptual thinking in fractions scores. It has been determined that this is in favor of 8th grade students.

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Section: Resultscontrasting

confidence: 53%

Investigation Number Sense Test Achievements of Middle School Students According to Different Variables

Gürefe¹,

Öncül²,

Es³

2017

EDUCATION

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“…Similarly, Chattopadhyay, Sarkar, and Koner (2017) also reported male students outperforming their female counterparts in making sense of numbers through a paper and pencil test. Akkaya (2016) in another study reported that although no significant differences between genders were found, the performance of male students was higher than female students across grades.…”

Section: Discussion Of Findingsmentioning

confidence: 85%

“…Mohamed and Johnny (2010) also highlighted that many previous studies, both local and international, have revealed that students have poor understanding in making sense of numbers. For example, Akkaya (2016) reported that the number sense achievement of secondary school students in Turkey was also very low for each grade level. These findings reveal that students' low level sense of numbers is also prevalent in other countries.…”

Section: Discussion Of Findingsmentioning

confidence: 99%

From Nonsense to Number Sense: Enumeration of Numbers in Math Classroom Learning

Singh¹,

Rahman²,

Ramly³

et al. 2019

EJSBS

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The overall goal of learning mathematics is to induce a lifelong understanding that allows students to adapt to contemporary changes and demands. Advances in our society cause an abundance of data bombarding us on a daily basis. As a result, mathematics skills must extend beyond the ability to enumerate or sense making. Thus, this study was conducted with the aim of assessing 215 randomly selected students aged 14 to 16 in their enumeration of numbers. The moderating variables for this study include grade level (Secondary 2 and Secondary 4) and gender. This study was based on a purely quantitative approach using a paper and pencil test to assess these students' number sense. The findings show both Secondary 2 students and Secondary 4 students obtained a low-level mean score of 22.59 (SD=9.64) and 24.85 (SD=7.76) from a maximum score of 50. These findings show no statistical significant differences at the 0.05 level. The findings also depicted that male students obtained a higher mean score across secondary 2 and secondary 4, though the former were not statistically significant. The findings also showed that the influences between number sense and school mathematics results are correlative. Learners must be able to interpret, evaluate, recognize patterns, make comparisons, and understand relationships from data. This data in number forms must make sense to students before any meanings can be attached to it. Number sense, as it is known, is based on the fundamental of understanding what numbers mean, how the numbers are represented, how the numbers are correlated to one another and how the computations of those numbers take place. This supports the notion that when students are good in number sense, it will increase and enhance their usage of mathematics in everyday life.

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“…Even so, if having a number sense ability, then students (especially preservice mathematics teachers) can solve the mathematical problems related to it better. Many studies have shown that various pre-service teacher backgrounds have low results in understanding numbers when given tests related to the component of number sense (Akkaya, 2015;Sengul, 2013;Yang, Reys, & Reys, 2009;Yaman, 2015;Aktas & Ozdemir, 2017). Besides, the results of research conducted by Sengul (2013) show that pre-service elementary teachers' number sense is still deficient and tends to use a "rule-based method" rather than "number sense" on each component tested (Koleza & Koleli, 2014).…”

mentioning

confidence: 99%

Investigating the Number Sense Ability of Pre-Service Mathematics Teachers

Wulandari

Hidayati

Novitasari

et al. 2020

MaPan

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Abstract:This research aims to identify the components of number sense of pre-service mathematics teachers. Pre-service mathematics teachers need a good number sense ability as a provision to transfer knowledge to students. This research uses a quantitative method. Subjects in this research are 14 third year pre-service mathematics teachers. The instrument used was in the form of 30 items of number sense questions that were developed based on number sense components, that is, understanding and skills about numbers, using number and operations on numbers, and using number and operation skills in calculations. The results showed that number sense ability of pre-service mathematics teachers' was still at a moderate level, which is 76.67%. Pre-service mathematics teachers also lack numbers' comprehension and skills elements.Abstrak:Penelitian ini bertujuan untuk menyelidiki komponen number sense mahasiswa calon guru matematika. Calon guru matematika memerlukan kemampuan number sense sebagai bekal untuk mentransfer pengetahuan kepada siswa. Penelitian ini merupakan penelitian kuantitatif. Subjek penelitian adalah 14 calon guru matematika tahun ketiga. Instrumen yang digunakan berupa 30 item soal number sense yang dikembangkan berdasarkan komponen number sense, yaitu pemahaman dan keterampilan tentang bilangan dan penggunaan operasi bilangan, dan menerapkan keterampilan bilangan dan operasi dalam perhitungan. Hasil penelitian menunjukkan bahwa kemampuan number sense mahasiswa calon guru matematika masih berada pada level sedang yakni 76,67%. Mahasiswa calon guru matematika masih lemah dalam komponen pemahaman dan keterampilan tentang bilangan.

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An Investigation into the Number Sense Performance of Secondary School Students in Turkey

Cited by 21 publications

References 35 publications

Investigation Number Sense Test Achievements of Middle School Students According to Different Variables

Investigation Number Sense Test Achievements of Middle School Students According to Different Variables

From Nonsense to Number Sense: Enumeration of Numbers in Math Classroom Learning

Investigating the Number Sense Ability of Pre-Service Mathematics Teachers

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