Meral Cansız Aktaş, Emine Tuğrul Özdemir


The aim of this study is to examine the number sense skills of preservice elementary school mathematics teachers. This study was conducted by using the survey model among descriptive research methods. A total of 111 preservice teachers studying at second and third grades in the elementary school mathematics teaching program at a state university participated in the study. The data of the study were collected by using the number sense test consisting of 17 questions and developed by Kayhan-Altay (2010). The findings of the study indicated that the number sense performances of preservice elementary mathematics teachers were lower than expected and there was a significant difference in favour of third-grade students. It is considered that the “Special Training Methods I and II” courses and the “Mathematics Curriculum” course, which are taught in third grades and in which subjects such as estimation and making mental calculations, etc. superficially related to number sense are mentioned, may cause this difference. Thus, it was suggested that it was necessary to include courses consisting of number sense and how it can be developed in the curriculum. 


Article visualizations:

Hit counter



number sense, preservice elementary mathematics teachers


Australian Education Council (1991). A national statement on mathematics for Australian schools. Melbourne: Curriculum Corporation.

Cansız-Aktaş, M. Tuğrul-Özdemir, E. & Yavuz-Mumcu, H. (2017). Ortaokul Öğrencilerinin Sayı Duyusu Becerilerinin İncelenmesi. Paper presented at 3. Türk Bilgisayar ve Matematik Eğitimi Sempozyumu, Afyon, Turkey.

Griffin, S. (2004), Teaching number sense. Educational Leadership, 61(5), 39-42.

Harç, S. (2010). 6. Sınıf öğrencilerinin sayı duygusu kavramı açısından mevcut durumlarının analizi (Master’s thesis, Marmara University, Istanbul, Turkey). Retrieved from

Howden, H. (1989). Teaching number sense. Arithmetic Teacher, 36, 6-11.

İymen, E. (2012). 8. sınıf öğrencilerinin üslü ifadeler ile ilgili sayı duyularının sayı duyusu bileşenleri bakımından incelenmesi. (Master’s thesis, Pamukkale University, Denizli, Turkey). Retrieved from

Kaminski, E. (2002). Promoting mathematical understanding: Number sense in action. Mathematics Education Research Journal, 14(2), 133-149.

Kayhan-Altay, M. (2010). İlköğretim ikinci kademe öğrencilerinin sayı duyularının; sınıf düzeyine, cinsiyete ve sayı duyusu bileşenlerine göre incelenmesi (Doctoral dissertation, Hacettepe University, Ankara, Turkey). Retrieved from

Kayhan Altay, M., & Umay, A. (2011). Sınıf öğretmeni adaylarının hesaplama becerileri ve sayı duyuları arasındaki ilişkinin incelenmesi. e-Journal of New World Sciences Academy, 6 (1), 1277-1283.

Markovits, Z., & Pang, J. (2007). The ability of sixth grade students in Korea and Israel to cope with number sense tasks. InWoo, J. H., Lew, H. C., Park, K. S., & Seo, D. Y. (Eds.), Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education, (Vol. 3, pp. 241–248), Seoul: PME.

Menon, R. (2004). Elementary school children’s number sense. International Journal for Mathematics Teaching and Learning. Retrieved from

Mohamed, M., & Johnny, J. (2010). Investigating number sense among students. Procedia Social and Behavioral Sciences, 8, 317-324.

National Council of Teacher of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.

National Council of Teacher of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.

National Research Council. (1989). Everybody counts (A report to the nation on the future of mathematics education). Washington, DC: National Academy Press.

Nickerson, S. D., & Whitacre, I. (2010). A local instruction theory for the development of number sense. Mathematical Thinking and Learning, 12, 227-252.

Reys, R. E., & Yang, D. C. (1998). Relationship between computational performance and number sense among sixth- and eigth-grade students in Taiwan. Journal for Research in Mathematics Education, 29, 225-237.

Şengül, S. (2013). Sınıf Öğretmeni Adaylarının Kullandıkları Sayı Duyusu Stratejilerinin Belirlenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 13(3), 1951-1974.

Şengül, S., & Gülbağcı, H. (2012). Evaluation of number sense on the subject of decimal numbers of the secondary stage students in Turkey. International Online Journal of Educational Sciences, 4(2), 296‑310.

Şengül, S., Gülbağcı, H., & Cantimer, G. G. (2012). 6. Sınıf öğrencilerinin yüzde kavramı ile ilgili sayı hissi stratejilerinin incelenmesi. The Journal of Academic Social Science Studies, 5(8), 1055-1070.

Singh, P. (2009). An assessment of number sense among secondary school students. International Journal for Mathematics Teaching and Learning. Retrieved from

Takır, A. (2016) 6., 7. ve 8. Sınıf Öğrencilerinin Sayı Duyusu Becerilerinin Bazı Değişkenler Açısından İncelenmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 29, 309-323.

Tsao, Y. L. (2005). The number sense of preservice elementary school teachers. College Student Journal, 39, 647-679.

Umay, A., Akkuş, O., & Duatepe Paksu, A. (2006). Matematik dersi 1. – 5. sınıf öğretim programlarının NCTM prensip ve standartlarına göre incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 31, 198–211.

Whitacre, I. (2007). Preservice teachers’ number sensible mental computation strategies. Proceedings of the Tenth Special Interest Group of the Mathematical Association of America on Research in Undergraduate Mathematics Education. San Diego, CA. Retrieved from

Whitacre, I., & Nickerson, S. D. (2006). Pedagogy that makes (number) sense: A classroom teaching experiment around mental math. In S. Alatorre, J. L. Cortina, M. Sáiz, & A. Méndez (Eds.), Proceedings of the twenty-eighth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2., pp. 736-743). Mérida, México: Universidad Pedagógica Nacional.

Yaman, H. (2012, May). Matematik öğretimi dersi alan sınıf öğretmeni adaylarının tahmin ve sayı duyusu becerileri. Paper presented at 11. Ulusal Sınıf Öğretmenliği Eğitimi Sempozyumu, Çayeli-Rize, Turkey.

Yaman, H. (2015a). Sınıf Düzeylerine Göre Öğretmen Adaylarının Sayı Duyusu Performansları. Kastamonu Üniversitesi Kastamonu Eğitim Dergisi, 23(2), 739-754.

Yaman, H. (2015b). The Mathematics Education I and II Courses’ Effect on Teacher Candidates’ Development of Number Sense. Kuram ve Uygulamada Eğitim Bilimleri, 15(4), 1119-1135.

Yang, D. C. (2005). Number sense strategies used by 6th grade students in Taiwan. Educational Studies, 31, 317-333.

Yang, D. C., & Li, M. N. (2008). An investigation of 3rd grade Taiwanese students’ performance in number sense. Educational Studies, 34(5), 443-455.

Yang, D. C., Reys, R. E., & Reys, B. J. (2009). Number sense strategies used by pre-service teachers in Taiwan, International Journal of Science and Mathematics Education, 7(2), 383-403.

Yang, D. C., Li, M. N., & Lin, C. I. (2008). A Study of the performance of 5th graders in number sense and its relationship to achievement in mathematics. International Journal of Science and Mathematics Education, 6, 789–807.



  • There are currently no refbacks.

Copyright (c) 2018 Meral Cansız Aktaş, Emine Tuğrul Özdemir

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).