The Relationship Between Working Memory Performance and Number Sense Skills in Primary School

Gülcan Genç; Kübra Polat

doi:10.46778/goputeb.1606014

EN TR

The Relationship Between Working Memory Performance and Number Sense Skills in Primary School

Abstract

Working memory and number sense are two cognitive factors thought to contribute considerably to mathematical growth. Working memory is defined as a functional component of cognition that helps people to remember prior experiences, learn new things, solve problems, develop, associate, and act on present goals. Number sense is defined as a person's capacity to apply their general understanding of numbers and operations to make mathematical decisions and devise various operational methods. The purpose of this study is to evaluate the levels of working memory capacities and number sense abilities among primary school pupils, as well as to investigate the link between working memory capacities and number sense skills. We designed this study using a relational research approach. The study's sample comprises 105 elementary school children enrolled in a primary school. We collected data for the study using the Working Memory Scale and the Number Sense Test. The data were analyzed using a statistical software package. The results revealed that there was no significant difference between students' working memory and gender, as well as number sense skills and gender. The results show that there is a considerable difference in the scores pupils earn on the working memory scale based on their grade level. This difference is evident between first, second, third, and fourth grades. Similarly, kids' number sense skills and grade levels differed significantly between the second and fourth grades. Finally, researchers discovered a strong and moderate link between students' number sense skills and working memory performance.

Keywords

Working Memory , Number Sense , Primary School Students

İlkokul Öğrencilerinin Çalışma Belleği Performansları ve Sayı Hissi Becerileri Arasındaki İlişki

Öz

Çalışma belleği ve sayı hissi matematik gelişimine önemli katkıda bulunduğu kabul edilen iki bilişsel faktördür. Bu faktörlerden çalışma belleği insanların geçmiş deneyimleri hakkındaki bilgileri tutmalarına, yeni bilgi edinmelerine, sorunları çözmelerine ve mevcut hedefleri formüle etmelerine, ilişkilendirmelerine ve bunlara göre hareket etmelerine olanak tanıyan bilişin işlevsel bileşeni olarak tanımlanmaktadır. Sayı hissi ise bir kişinin sayılara ve işlemlere yönelik genel anlayışın matematiksel yargılarda bulunmak ve işlemlerde farklı stratejiler geliştirmek amacıyla esnek şekillerde kullanma yeteneği olarak ifade edilmektedir. Bu çalışmanın amacı ilkokul öğrencilerinin çalışma bellek performansları ile sayı hissi becerilerini tespit etmek ve çalışma bellek performanslarıyla sayı hissi becerileri arasındaki ilişkiyi incelemektir. Bu bağlamda çalışma ilişkisel araştırma deseni kullanılarak tasarlanmıştır. Çalışmanın örneklemini Türkiye’de bir ilkokulda öğrenim görmekte olan 105 ilkokul öğrencisi oluşturmaktadır. Araştırmada Çalışma Belleği Ölçeği ve Sayı Hissi Testi kullanılarak veriler toplanmıştır. Veriler bir istatistik paket program kullanılarak analiz edilmiştir. Yapılan analizler sonucunda öğrencilerin çalışma belleği ve cinsiyetleri ile sayı hissi becerileri ve cinsiyetleri arasında anlamlı fark çıkmadığı görülmüştür. Elde edilen bulgular, öğrencilerin sınıf seviyelerine göre çalışma belleği ölçeğinden aldıkları puanlar arasında anlamlı fark olduğunu göstermektedir. Bu fark 1. sınıfla 2. sınıf arasında, 1. sınıfla 3. sınıf arasında, 1. sınıfla 4. sınıf arasındadır. Benzer olarak öğrencilerin sayı hissi becerileri ve sınıf seviyelerine göre 2. sınıf ve 4. sınıf arasında anlamlı fark bulunmuştur. Son olarak öğrencilerin sayı hissi becerileri ve çalışma belleği performansları arasında anlamlı ve orta düzeyde ilişki olduğu tespit edilmiştir.

Anahtar Kelimeler

Çalışma Belleği , Sayı Hissi , İlkokul Öğrencileri

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Details

Primary Language

English

Subjects

Mathematics Education

Journal Section

Research Article

Authors

Gülcan Genç
0000-0003-3974-5926
Türkiye

Kübra Polat ^*
0000-0001-8060-0732
Türkiye

Early Pub Date

July 6, 2025

Publication Date

July 30, 2025

Submission Date

December 23, 2024

Acceptance Date

April 1, 2025

Published in Issue

Year 1970 Volume: 13 Number: 2

DOI

https://doi.org/10.46778/goputeb.1606014

IZ

https://izlik.org/JA69TB32YW

APA

Genç, G., & Polat, K. (2025). The Relationship Between Working Memory Performance and Number Sense Skills in Primary School. International Journal of Turkish Education Sciences, 13(2), 767-796. https://doi.org/10.46778/goputeb.1606014

Cited By

Improving Primary School Students' Number Sense Levels Through Scratch-Supported and Game-Based Activities

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

https://doi.org/10.17556/erziefd.1801045