The effect of number talk on the number sense of first grade primary school students

The aim of this study is to determine the effect of number talks on the number sense of first grade primary school students. In this study, a quasi-experimental model with a pretest-posttest control group was used. The study group of the research consists of 297 first grade students studying in primary schools in Fatsa district of Ordu province. The 1st Grade Number Sense Test developed by Palabıyık and Işık-Tertemiz (2021) was used to measure the number sense of first grade primary school students. The 1st Grade Number Sense Test, which was administered as a pretest to all participants (experimental and control groups) before the experimental procedure, was reapplied as a posttest after the completion of the experimental study. In the analysis of the data obtained, dependent and independent group t-test was used. In the research, it was determined that there was a significant difference between the number senses of the students in the experimental group, where number talk was applied, and the control group, where it was not applied, according to the measurements before and after the experimental procedure. Moreover; in the study, it was determined that number talks were not effective on the number sense of students with high number sense, but number talks were effective on the number sense of students with low number sense. As a result of the research, suggestions were developed for practitioners and researchers depending on the purpose and sub-goals of the research. Keywords: Number talks, Number talk activities, Number sense, Primary School, Mathematics