Development number sense in midle school students'

In short, the place of number sense, which is defined as the ability to use numbers and operations flexibly, and its place in mathematics education are often emphasized in recent years. There are not enough resources and studies about the number sense in our country. In this thesis study, it is aimed to examine the development of the number sense of middle school students. The sample of this study, which is planned in the general survey model, consists of middle school students who study in three different secondary schools in the province of Islahiye in Gaziantep. The study group consisting of 5-7th grade students determined by purposeful sampling is 276 students, 51.8% female and 48.2% male. Data obtained by the data collection tool applied to the students in the study. The data collection tool included a personal information form along with a Number Sense Test. Percentage frequency, independent samples t test, one way analysis of variance (ANOVA) and regression analysis techniques were used in the data analysis. Calculations were made with SPSS statistical package program and statistical significance level was accepted as p <0,05. The number sense test consists of 14 questions and the reliability coefficient is calculated as 0,55. In addition, no statistically significant difference was found between the number sense education and whether or not the students went to kindergarten. On the other hand, a significant relationship was determined between the student's scores and the number senses. Keywords: Number sense, Development of Number Sense, Mathematics Education.