Examining the Relationship Between Primary School Teachers’ Number Sense and Mathematical Problem Solving Beliefs

Abstract

The purpose of the study is to examine the relationship between primary school teachers' number sense and their beliefs about mathematical problem solving. A correlational survey model method was used in the study. The sample for this study consists of 200 primary scholl teachers working in the Eastern Black Sea region of Türkiye. In the study, the “Personal Information Form,” the “Mathematical Problem Solving Belief Scale” and “The Number Sense Test” were used as data collection tools. The data obtained were analyzed using parametric and nonparametric tests and Pearson correlation analysis in SPSS 24. The results of the study revealed that primary school teachers' beliefs about mathematical problem solving and their number sense were below average, and that they used rule-based strategies more often in number sense questions. The study found that primary school teachers' number sense and beliefs about mathematical problem solving did not show significant differences based on gender and educational status, but did show significant differences based on professional seniority. Furthermore, a positive correlation was found between primary school teachers' sense of number and their belief in mathematical problem solving. It is recommended that pre-service and in-service training programs that support the development of primary school teachers' number sense be delivered with content integrated with mathematical problem solving.