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

Year 2025, Volume: 13 Issue: 2, 767 - 796, 30.07.2025

Gülcan Genç , Kübra Polat

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

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

Ethical Statement

For this study, an ethics certificate numbered E-50704946-100-350634, dated 24.10.2023, was obtained from the Rectorate of Sivas Cumhuriyet University.

İlkokul Öğrencilerinin Çalışma Belleği Performansları ve Sayı Hissi Becerileri Arasındaki İlişki

Abstract

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.

Keywords

Çalışma Belleği , Sayı Hissi , İlkokul Öğrencileri

Ethical Statement

Bu çalışma için Sivas Cumhuriyet Üniversitesi Rektörlüğü’nden, 24.10.2023 tarihli, E-50704946-100-350634 sayılı etik belgesi alınmıştır.

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