Relationship between arithmetic performance and number sense thoughts in 6-8 years in middle school

In recent years, number sense issue is at the forefront on both the international educational assesament programme such as PISA TIMSS examinations, and on the MEB mathematics curriculum indirectly. One's number sense refers to the general understanding of that person's number and operations, and this understanding includes his ability to make mathematical judgments and develop useful strategies for managing numbers, operations, and the ability to use flexible ways. In this study, the numer sense of middle school students and arithmetic temporal test successes were examined. The study group consists of 561 students who study at branches randomly selected in four secondary schools located in different districts of Gaziantep province. Numbe sense test and arithmetic temporal test were used as data collection tools. The data were analysed using t test, anova correlation techniques. According to findings, there was no statistically significant difference between the ATT scores, also number sense scores of the students according to the gender variable. At grade level, there was a significant difference in favor of males only in 8th grade. It was determined that ATT scores and number sense scores increased as the grade level increased. When the relationship between ATT scores and number sense scores were examined, it was seen that ATT scores predicted number sense scores significantly and positively. It was determined that both ATT and number sense scores of the students who took private courses (study center, coaching, etc.) outside the school, were higher than others. According to another finding, the students who have a relatively high level of maternal education have higher mean scores on both ATT scores and number sense scores.