Innate Mathematical Characteristics and Number Sense Competencies of Junior High School Students

Abstract

The study determined the influence of innate mathematical characteristics on the number sense competencies of junior high school students in a Philippine public school. The descriptive-correlational research design was used to accomplish the study involving a nonrandom sample of sixty 7th-grade students attending synchronous math sessions. Data obtained from the math-specific Learning Style and Self-Efficacy questionnaires and the modified Number Sense Test (NST) were analyzed and interpreted using descriptive statistics, Pearson’s Chi-Square, and Simple Linear Regression analysis. The research instruments and statistics were all validated and tested for reliability. The analysis revealed that the students are virtual learners, had no or slight self-efficacy, and their number sense competency level is poor. They encountered difficulty in all the components and domains of the NST. Moreover, the students’ mathematical self-efficacy is significantly related and may influence their number sense competency level. Building upon the learners’ self-efficacy to further their understanding and skills in number sense is necessary.

Preservice Teachers’ Self-Concept, Self-Efficacy, and Attitude: Its Implications to Mathematics Achievement

“…Confidence in completing mathematical tasks and activities can increase math selfefficacy, which leads to an interest in learning or doing more mathematics. This is shown in Santos et al (2022), where students' self-efficacy positively predicted their competency in mathematics. These preservice teachers can help their future students who may struggle or have low self-esteem, especially with their math courses.…”

“…Self-efficacy relates to a learner's perception of the abilities required to perform to a standard and achieve academic goals (Santos et al, 2022). It is an emotional factor affecting preservice teachers' mathematics achievements (Masitoh & Fitriyani, 2018).…”

“…Selfefficacy belief significantly impacts achievement in academic settings (Hayat et al, 2020), where preservice teachers with higher self-efficacy can experience more satisfaction in mathematics due to well-developed cognitive domains than students with low selfefficacy (Betoret et al, 2017). Still, math self-efficacy may differ based on learning styles (Santos et al, 2022).…”

Self-Efficacy Of Pre-Service Teachers In Remote Learning: Its Relation To Their Online Learning Performance

“…According to the social cognitive theory, self-efficacy is one's evaluation of his or her aptitude to coordinate thoughts, feelings, and actions to achieve a desired result. It is not exactly what people can do but what they believe they can do (Dua et al, 2022;Santos et al, 2022). Self-efficacy and students' academic achievement have been linked and have a significant association (Dua et al, 2022).…”

Enhancing the Problem-Solving and Critical Thinking Skills of Students Using the Mathematical Investigation Approach

“…This is observed from the gaps that divert the bond between effective teaching strategy and the ability of the learners to digest what has been taught. The teaching principle asserts that effective mathematics teaching begins with a clear understanding of what students already know and need to learn, followed by a challenge and support system to help them master it (Mariano-Dolesh et al, 2022;Santos et al, 2022). It suggests that one must have to propagate the knowledge of the learners and the knowledge of the teaching pedagogies.…”