A Systematic Review on The Definition of Children’s Number Sense in the Primary School Years

Munirah Ghazali; Rosmawati Mohamed; Zainun Mustafa

doi:10.29333/ejmste/10871

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Munirah Ghazali ¹ ² ^* , Rosmawati Mohamed ¹ , Zainun Mustafa ²

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¹ School of Educational Studies, Universiti Sains Malaysia, MALAYSIA² Regional Centre of Expertise for ESD, RCE Penang, Universiti Sains Malaysia, MALAYSIA^* Corresponding Author

Abstract

The definitions serve the purpose of communication and preservation of knowledge in scientific inquiry. However, it is quite often to perceive number sense concept without well-accepted definitions in the field of mathematics education research. Despite the mentioned issue, the current literature on children’s number sense provide a glean for introducing, implementing, and even measuring the number sense using the specific and contextualized indicators in early mathematics. Consequently, this phenomenon offers to bridge a gap in the literature concerning definitions of number sense and its indicators. This article systematically reviews on the indicators in measuring children’s number sense based on the past research guided by the PRISMA statements. The metadata were analysed using open-coding and were further re-coded through axial coding and selective coding to form a definition of number sense. This article discusses on limitations, implications, and the future research directions for studying children’s number sense in the primary schools’ mathematics.

Keywords

systematic review
number sense
numeracy
definition
mathematics education

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Literature Review

EURASIA J Math Sci Tech Ed, 2021, Volume 17, Issue 6, Article No: em1968

https://doi.org/10.29333/ejmste/10871

Publication date: 01 May 2021

Article Views: 2725

Article Downloads: 2576

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Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

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APA

Ghazali, M., Mohamed, R., & Mustafa, Z. (2021). A Systematic Review on The Definition of Children’s Number Sense in the Primary School Years. Eurasia Journal of Mathematics, Science and Technology Education, 17(6), em1968. https://doi.org/10.29333/ejmste/10871

Vancouver

Ghazali M, Mohamed R, Mustafa Z. A Systematic Review on The Definition of Children’s Number Sense in the Primary School Years. EURASIA J Math Sci Tech Ed. 2021;17(6):em1968. https://doi.org/10.29333/ejmste/10871

AMA

Ghazali M, Mohamed R, Mustafa Z. A Systematic Review on The Definition of Children’s Number Sense in the Primary School Years. EURASIA J Math Sci Tech Ed. 2021;17(6), em1968. https://doi.org/10.29333/ejmste/10871

Chicago

Ghazali, Munirah, Rosmawati Mohamed, and Zainun Mustafa. "A Systematic Review on The Definition of Children’s Number Sense in the Primary School Years". Eurasia Journal of Mathematics, Science and Technology Education 2021 17 no. 6 (2021): em1968. https://doi.org/10.29333/ejmste/10871

Harvard

Ghazali, M., Mohamed, R., and Mustafa, Z. (2021). A Systematic Review on The Definition of Children’s Number Sense in the Primary School Years. Eurasia Journal of Mathematics, Science and Technology Education, 17(6), em1968. https://doi.org/10.29333/ejmste/10871

MLA

Ghazali, Munirah et al. "A Systematic Review on The Definition of Children’s Number Sense in the Primary School Years". Eurasia Journal of Mathematics, Science and Technology Education, vol. 17, no. 6, 2021, em1968. https://doi.org/10.29333/ejmste/10871