Unveiling the numerical insights: A study on number sense skills of first graders and their teachers
Authors
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Ecem UluçayMinistry of Education, Ankara, Turkey
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Özgün Uyanık AktulunDepartment of Early Childhood Education, Afyon Kocatepe University, Afyonkarahisar, Turkey
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Ümit Ünsal KayaSchool of Foreign Languages, Afyon Kocatepe University, Afyonkarahisar, Turkey
DOI:
10.58583/EM.3.2.8Keywords:
Number sense skills, First-grade students, Classroom teachers, Parental education levels, Gender differencesAbstract
This study explores the number sense skills of classroom teachers and first-grade primary school students in Uşak, Turkey, examining the impact of various demographic factors. A quantitative research design was employed, utilizing a survey model to gather data from 102 teachers and 341 students. The Number Sense Test (Teacher Form), developed by Kayhan Altay (2010), and the Number Sense Screener (Student Form), adapted by Uyanık Aktulun (2018) based on Jordan et al. (2010), were used as measurement instruments. The results revealed significant differences in number sense skills among teachers based on gender, professional experience, and training, and among students based on gender and parental education levels. Male teachers exhibited higher number sense skills compared to female teachers, and those with more professional experience and specific number sense training performed better. Among students, males outperformed females in certain number sense subcomponents, and higher parental education levels were associated with better student performance. These findings highlight the importance of targeted professional development for teachers and the crucial role of parental education levels in children's numerical development. The study underscores the need for early intervention programs and parental involvement to foster strong number sense skills, which are foundational for later mathematical achievement.
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