A Systematic Review on The Definition of Children’s Number Sense in the Primary School Years

Abstract

The definitions serve the purpose of communication and preservation of knowledge in scientific inquiry. However, it is quite often to perceive number sense concept without well-accepted definitions in the field of mathematics education research. Despite the mentioned issue, the current literature on children's number sense provide a glean for introducing, implementing, and even measuring the number sense using the specific and contextualized indicators in early mathematics. Consequently, this phenomenon offers to bridge a gap in the literature concerning definitions of number sense and its indicators. This article systematically reviews on the indicators in measuring children's number sense based on the past research guided by the PRISMA statements. The metadata were analysed using open-coding and were further re-coded through axial coding and selective coding to form a definition of number sense. This article discusses on limitations, implications, and the future research directions for studying children's number sense in the primary schools' mathematics.

Monitoring proficiency: Growth of number sense in primary school

“…Whitacre and Nickerson (2006) attributed the improvement of number sense skills in students to better number sense skills of teachers. It has been also concluded in several studies that students prefer rule‐ and operation‐based strategies rather than number sense skills when solving test items (Menon, 2004; Reys et al, 1999; Yang & Li, 2008; Zanzali & Ghazali, 2002). In this regard, it is emphasized that teacher tendencies to use rules when teaching mathematics present a hindrance before the improvement and usage of number sense skills (Gülbağcı Dede, 2015; Kilpatrick et al, 2001; Yang & Li, 2008).…”

Research on Training Strategies of Quantity Sense of Primary School Students under the Background of New Curriculum Criteria

“…The research adopts the idea of "determining research questions -designing test papers -questionnaires for students based on the connotation and external design of concepts -analysing the data obtained from the test and field survey -Reflection and suggestions" [10].…”

Upaya Pengembangan Number Sense Siswa Melalui Kurikulum Merdeka (2022)

“…Kurikulum yang menjadi salah satu alat untuk mencapai tujuan pendidikan dapat juga dipandang sebagai bentuk dukungan sarana bagi siswa untuk membantu mereka belajar sesuai dengan usia masing-masing. Hal ini juga berkaitan dengan bentuk dungkungan terhadap number sense dan sejalan dengan teori mengenai pengajaran number sense yang menyatakan bahwa number sense dapat diperoleh dan harus difasilitasi oleh sarana pendidikan matematika bahkan sejak siswa di sekolah dasar (Ghazali, Mohamed, & Mustafa, 2021).…”