Comparing the use of number sense strategies based on student achievement levels


BÜTÜNER S. Ö.

INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY, vol.49, no.6, pp.824-855, 2018 (Journal Indexed in ESCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 49 Issue: 6
  • Publication Date: 2018
  • Doi Number: 10.1080/0020739x.2017.1410738
  • Title of Journal : INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY
  • Page Numbers: pp.824-855
  • Keywords: Number sense, strategy, mathematics, seventh grade, COMPUTATIONAL PERFORMANCE, 6TH-GRADE STUDENTS, 6TH

Abstract

The aim of this study is to compare students' use of number sense strategies based on their mathematics success levels. Participants were 129 seventh graders from three elite secondary schools in Trabzon. Data were collected through a written examination with 10 problems and semi-structured interviews. Interview data were analyzed by considering students' mathematics success and the differences and similarities among responses. Interviews were held with six students from two schools with different levels of mathematics success. The findings showed that students rarely used number sense strategies and mostly solved problems by using rules and algorithms. Even successful students seemed to have adopted the rule- and algorithm-based solution approach, making it necessary to investigate teacher criteria of mathematical competence. Another noteworthy finding from the interviews with students was teachers' embrace of rule- and algorithm-based solutions when solving problems. The study finishes with an evaluation of the inclusion of number sense dimensions in secondary school mathematics textbooks in Turkey and recommendations for improving students' number sense.