The Role of Number Sense Performance in the Relationship Between Math Anxiety and Math Achievement Among Second-Grade Primary School Students

Year 2025, Volume: 33 Issue: 4, 889 - 902, 11.10.2025

Mehmet Hayri Sarı , Berfin Özmen

https://doi.org/10.24106/kefdergi.1797587

Abstract

Purpose: This study investigates the role of number sense performance in the relationship between math anxiety and math achievement among second-grade primary school students.
Design/Methodology/Approach: The study sample consisted of 138 second-grade students from a school representing a middle socioeconomic status. Data were collected using a math anxiety scale, a math achievement test, and a number sense test. The data were analyzed through descriptive statistics, Pearson correlation, mediation, and moderation analyses.
Findings: The results revealed a strong positive correlation between number sense performance and math achievement (r = .64) and a moderate negative correlation between math anxiety and math achievement (r = -.34). Mediation analysis indicated that number sense performance partially mediated the relationship between math anxiety and math achievement. On the other hand, moderation analysis showed that number sense did not have a significant moderating effect on this relationship. Slope analysis suggested that students with high number sense performance were less affected by math anxiety.
Highlights: These findings highlight that number sense is a significant predictor of early mathematical achievement and that math anxiety indirectly influences achievement through this skill. The findings indicate that number sense-based interventions in early education may significantly enhance academic achievement by fostering both cognitive development and affective factors.

Keywords

Primary school , Math achievement , Math anxiety , Number sense

İlkokul İkinci Sınıf Öğrencilerinde Matematik Kaygısı ile Matematik Başarısı Arasındaki İlişkide Sayı Hissi Performansının Rolü

Abstract

Çalışmanın amacı: Bu çalışma, ilkokul ikinci sınıf öğrencilerinde matematik kaygısı ile matematik başarısı arasındaki ilişkide sayı hissi performansının rolünü incelemektedir.
Materyal ve Yöntem: Çalışma grubunu, orta sosyoekonomik düzeydeki bir okuldan 138 ikinci sınıf öğrencisi oluşturmaktadır. Veriler, matematik kaygı ölçeği, matematik başarı testi ve sayı hissi testi aracılığıyla toplanmıştır. Veriler, betimleyici istatistik, Pearson korelasyon, aracılık ve düzenleyicilik analizleriyle değerlendirilmiştir.
Bulgular: Analizler sonucunda, sayı hissi performansı ile matematik başarısı arasında güçlü pozitif (r = .64), matematik kaygısı ile matematik başarısı arasında ise orta düzeyde negatif bir ilişki (r = -.34) bulunmuştur. Aracılık analizi, sayı hissi performansının matematik kaygısı ile matematik başarısı arasındaki ilişkide kısmi bir aracı rol oynadığını göstermiştir. Ancak düzenleyicilik analizi, sayı hissinin bu ilişki üzerinde anlamlı bir düzenleyici etkisi olmadığını ortaya koymuştur. Eğim analizi, yüksek sayı hissi performansına sahip öğrencilerin matematik kaygısından daha az etkilendiğine işaret etmektedir.
Önemli Vurgular: Elde edilen bulgular, sayı hissinin, erken matematiksel başarının önemli bir yordayıcısı olduğunu ve matematik kaygısının bu beceri aracılığıyla başarıyı dolaylı olarak etkilediğini göstermektedir. Bu sonuçlar, erken yaşta yapılacak sayı hissi temelli müdahalelerin, hem bilişsel gelişimi hem de duyuşsal faktörleri destekleyerek akademik başarıyı artırmada kritik rol oynayabileceğini ortaya koymaktadır.

Keywords

İlkokul , Matematik başarısı , Matematik kaygısı , Sayı hissi

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