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

Zeliha Kılıç; Gönül Güneş

doi:10.24106/kefdergi.2003892

EN TR

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.

Keywords

Mathematical problem solving belief, Primary school teacher, Number sense

Sınıf Öğretmenlerinin Sayı Hissi ve Matematiksel Problem Çözme İnançları Arasındaki İlişkinin İncelenmesi

Abstract

Araştırmanın amacı sınıf öğretmenlerinin sayı hissi ve matematiksel problem çözme inançları arasındaki ilişkinin incelenmesidir. Araştırmada ilişkisel tarama modeli yöntemi kullanılmıştır. Araştırmanın örneklemini Türkiye’de Doğu Karadeniz bölgesinde görev yapan 200 sınıf öğretmeni oluşturmaktadır. Araştırmada veri toplama aracı olarak, “Kişisel Bilgi Formu”, “Matematiksel Problem Çözmeye İlişkin İnanç Ölçeği” ve “Sayı Hissi Testi” kullanılmıştır. Elde edilen veriler SPSS 24 programında parametrik ve parametrik olmayan testler ile Pearson korelasyon analizi kullanılarak analiz edilmiştir. Araştırmanın sonucunda sınıf öğretmenlerinin matematiksel problem çözmeye ilişkin inançlarının ve sayı hissinin ortalamanın altında olduğu, sayı hissi sorularında daha çok kural temelli stratejileri kullandığı tespit edilmiştir. Araştırmada sınıf öğretmenlerinin sayı hissi ile matematiksel problem çözmeye ilişkin inançlarının cinsiyet ve eğitim durumuna göre anlamlı farklılık göstermediği, mesleki kıdeme göre anlamlı farklılık gösterdiği tespit edilmiştir. Ayrıca sınıf öğretmenlerinin sayı hissinin ve matematiksel problem çözmeye ilişkin inancı arasında pozitif yönlü ilişkinin olduğu bulunmuştur. Hizmet öncesinde ve hizmet içinde sınıf öğretmenlerinin sayı hissi gelişimini destekleyen eğitimlerin matematiksel problem çözme ile bütünleştirilmiş içerikler ile sunulması önerilebilir.

Keywords

Matematiksel problem çözme inancı, Sınıf öğretmeni, Sayı hissi

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Details

Primary Language

English

Subjects

Primary Education

Journal Section

Research Article

Authors

Zeliha Kılıç ^* This is me
Türkiye

Gönül Güneş
0000-0003-3223-8163
Türkiye

Publication Date

July 31, 2026

Submission Date

December 1, 2025

Acceptance Date

May 25, 2026

Published in Issue

Year 2026 Volume: 34 Number: 3

DOI

https://doi.org/10.24106/kefdergi.2003892

IZ

https://izlik.org/JA66WP97PY

APA

Kılıç, Z., & Güneş, G. (2026). Examining the Relationship Between Primary School Teachers’ Number Sense and Mathematical Problem Solving Beliefs. Kastamonu Education Journal, 34(3), 470-490. https://doi.org/10.24106/kefdergi.2003892

AMA

1.Kılıç Z, Güneş G. Examining the Relationship Between Primary School Teachers’ Number Sense and Mathematical Problem Solving Beliefs. Kastamonu Education Journal. 2026;34(3):470-490. doi:10.24106/kefdergi.2003892

Chicago

Kılıç, Zeliha, and Gönül Güneş. 2026. “Examining the Relationship Between Primary School Teachers’ Number Sense and Mathematical Problem Solving Beliefs”. Kastamonu Education Journal 34 (3): 470-90. https://doi.org/10.24106/kefdergi.2003892.

EndNote

Kılıç Z, Güneş G (July 1, 2026) Examining the Relationship Between Primary School Teachers’ Number Sense and Mathematical Problem Solving Beliefs. Kastamonu Education Journal 34 3 470–490.

IEEE

[1]Z. Kılıç and G. Güneş, “Examining the Relationship Between Primary School Teachers’ Number Sense and Mathematical Problem Solving Beliefs”, Kastamonu Education Journal, vol. 34, no. 3, pp. 470–490, July 2026, doi: 10.24106/kefdergi.2003892.

ISNAD

Kılıç, Zeliha - Güneş, Gönül. “Examining the Relationship Between Primary School Teachers’ Number Sense and Mathematical Problem Solving Beliefs”. Kastamonu Education Journal 34/3 (July 1, 2026): 470-490. https://doi.org/10.24106/kefdergi.2003892.

JAMA

1.Kılıç Z, Güneş G. Examining the Relationship Between Primary School Teachers’ Number Sense and Mathematical Problem Solving Beliefs. Kastamonu Education Journal. 2026;34:470–490.

MLA

Kılıç, Zeliha, and Gönül Güneş. “Examining the Relationship Between Primary School Teachers’ Number Sense and Mathematical Problem Solving Beliefs”. Kastamonu Education Journal, vol. 34, no. 3, July 2026, pp. 470-9, doi:10.24106/kefdergi.2003892.

Vancouver

1.Zeliha Kılıç, Gönül Güneş. Examining the Relationship Between Primary School Teachers’ Number Sense and Mathematical Problem Solving Beliefs. Kastamonu Education Journal. 2026 Jul. 1;34(3):470-9. doi:10.24106/kefdergi.2003892

Kastamonu Education Journal is licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license.

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

Abstract

Keywords

Sınıf Öğretmenlerinin Sayı Hissi ve Matematiksel Problem Çözme İnançları Arasındaki İlişkinin İncelenmesi

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