European Journal of Education Studies ISSN: 2501 - 1111 ISSN-L: 2501 - 1111 Available on-line at: www.oapub.org/edu Volume 3 │ Issue 12 │ 2017 doi: 10.5281/zenodo.1117088 AN EXAMINATION OF THE NUMBER SENSE PERFORMANCES OF PRESERVICE ELEMENTARY SCHOOL MATHEMATICS TEACHERSi Meral Cansız Aktaş1ii, Emine Tuğrul Özdemir2 1 Assoc. Prof. Dr., Department of Mathematics and Science Education, Faculty of Education, Ordu University, Turkey 2 Mathematics Teacher, Ministry of Education, Ordu, Turkey Abstract: The aim of this study is to examine the number sense skills of preservice elementary school mathematics teachers. This study was conducted by using the survey model among descriptive research methods. A total of 111 preservice teachers studying at second and third grades in the elementary school mathematics teaching program at a state university participated in the study. The data of the study were collected by using the number sense test consisting of 17 questions and developed by Kayhan-Altay (2010). The findings of the study indicated that the number sense performances of preservice elementary mathematics teachers were lower than expected and there was a significant difference in favour of third-grade students. It is considered that the Special Training Methods I and II courses and the Mathematics Curriculum course, which are taught in third grades and in which subjects such as estimation and making mental calculations, etc. superficially related to number sense are mentioned, may cause this difference. Thus, it was suggested that it was necessary to include courses consisting of number sense and how it can be developed in the curriculum. Keywords: number sense, preservice elementary mathematics teachers This study was presented as a verbal presentation at the 12 th National Science and Mathematics Education Congress held in Trabzon, Turkey on 28-30 September, 2016. i Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 133 Meral Cansız “ktaş, Emine Tuğrul 5zdemir AN EXAMINATION OF THE NUMBER SENSE PERFORMANCES OF PRESERVICE ELEMENTARY MATHEMATICS TEACHERS 1. Introduction Since there is not a precise definition agreed, number sense was defined in different ways by researchers. For example, while Howden (1989, p.11) defined number sense as a good intuition about the numbers and their relationships , Reys and Yang made a definition as , pp. 225- a person’s general understanding regarding numbers and operations . The strategies used by individuals who have and who do not have number sense in the solution of problems vary. While individuals who have number sense can develop flexible strategies in the solution of problems, individuals who have low number sense can make operations by applying to the rules they have previously learned and by depending on paper-pencil (Yang, 2005). In recent years, mathematics educators in many countries have emphasized that the development of the number sense of children is very important and suggested that it is necessary to integrate the learning and teaching of number sense into the mathematics curricula at primary and secondary school levels (Yang & Li, 2008; Yang, Reys, & Reys, 2009). It is also pointed out in many national reports (Australian Education Council, 1991; NCTM, 1989, 2000; National Research Council, 1989) that the number sense in mathematics education is important. While there is no achievement or activity in terms of creating number sense in the mathematics curriculum in Turkey, the importance of number sense is emphasized Umay, “kkuş & Duatepe, . There are many studies conducted on number sense with students at various education levels (Harç, 2010; Kayhan Altay, 2010; Markovits & Pang, 2007; Menon, ; Mohamed & Johnny, ; Singh, ; Takır, ; Şeng(l & G(lbağcı, ; Şeng(l, G(lbağcı & Cantimer, 2012; Yang, 2005; Yang, Li & Lin, 2008). However, there is a limited number of studies conducted with teachers (Yaman, 2015b). Some of these studies conducted indicate that the number sense of preservice teachers was low (Kayhan-“ltay & Umay, ; Şeng(l, Reys, 2009 . For example, Şeng(l ; Tsao, ; Yaman, ; Yang, Reys, & stated in the study in which the strategies preferred by final-grade preservice elementary teachers that the number sense of preservice teachers was low and they used rule-based strategies instead of number sense strategies in their solutions. Kayhan-Altay and Umay (2011) concluded in their study in which the relationship between the calculation skills and number sense of preservice elementary school teachers was examined that preservice teachers preferred standard calculations to find precise results such as finding common denominator, performing routine multiplication and division, turning decimals into fractions instead of using their number sense. European Journal of Education Studies - Volume 3 │ Issue 12 │ 2017 134 Meral Cansız “ktaş, Emine Tuğrul 5zdemir AN EXAMINATION OF THE NUMBER SENSE PERFORMANCES OF PRESERVICE ELEMENTARY MATHEMATICS TEACHERS The number sense can be learned and taught (Griffin, 2004). In this respect, Kaminski (2002) applied a number sense program in the learning environment in which preservice teachers were active and could discuss their ideas during 12 weeks as being 4 hours a week with 43 preservice teachers. As a result of the study, it was determined that preservice teachers could make better correlations between numbers, they could make further mental calculations, and they made more logical explanations for the results they obtained and for the operations they made. Yaman (2015b) stated in the study in which the effect of the Mathematics Teaching I and II courses on the development of the number sense of preservice teachers was examined that there was a significant increase in the number sense performances of preservice teachers and a decrease in their calculations. It is important to reveal the number sense skill performances of preservice teachers who will play the most important role in introducing these skills to their students. In accordance with the results to be obtained from this study, it will be determined whether it is required to structure teacher training programs in this respect and thus it will be possible to make a number of suggestions related to the planning to be made for teaching number sense. The aim of this study is to examine the number sense skills of preservice elementary school mathematics teachers. The following questions were attempted to be responded in this study based on this aim:   Is there a significant difference between the number sense performances of second and third-grade preservice mathematics teachers? Is there a significant difference between the performances of preservice teachers in terms of the sub-dimensions of the number sense test? For viewing / downloading the full article, please access the following link: https://oapub.org/edu/index.php/ejes/article/view/1283 European Journal of Education Studies - Volume 3 │ Issue 12 │ 2017 135