@article{article_1797587, title={The Role of Number Sense Performance in the Relationship Between Math Anxiety and Math Achievement Among Second-Grade Primary School Students}, journal={Kastamonu Education Journal}, volume={33}, pages={889–902}, year={2025}, DOI={10.24106/kefdergi.1797587}, author={Sarı, Mehmet Hayri and Özmen, Berfin}, keywords={İlkokul, Matematik başarısı, Matematik kaygısı, Sayı hissi}, 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.}, number={4}, publisher={Kastamonu Üniversitesi}