Abstract
The purpose of this research was to determine strategies used by 8th grade students in Number Sense problems. This was a case study of 28 8th grade students at three similar secondary schools in a city centre south of Turkey. A Number Sense test consisting of 25 items designed according to five main Number Sense components was used as a data collection tool. The data were analyzed using qualitative analysis methods. The students preferred Strategies Based on Rules while solving the Number Sense test compared to strategies based on number sense or Strategies Partially Based on Number Sense.
Highlights
IntroductionThere are various definitions of the concept of Number Sense in the literature
The concept of „Number Sense‟ is significant in mathematics education
This study investigated students‟ usage of Number Sense strategies while solving number sense problems
Summary
There are various definitions of the concept of Number Sense in the literature. This concept and its components have been discussed by mathematics educators and cognitive psychologists and an attempt has been made to determine its components. Greeno (1991) defined Number Sense as flexible thinking, the skill of prediction in computation, and the skill of discernment about quantity. McIntosh, Reys and Reys (1992) describe Number Sense as: “a person‟s general understanding of numbers and operations coupled with the ability and inclination to use this understanding in flexible ways to make mathematical judgments and develop useful strategies for handling numbers and operations” (cited Morais and Serrazina, 2013). On the other hand, McIntosh, Reys and Reys (1992) expressed that the concept of number sense as difficult to describe
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