The study on the relationship between the number sense and mathematical literacy performance of the 8th grade students

In this study, it was aimed to examine the level of conceptual learning of number sense and mathematical literacy, by investigating their relationship and predictive levels among 8th-grade students. The descriptive study, which survey method and explanatory correlational design were used, was carried with a total of 784 students; 368 males, 416 females, who are studying in 8th grade in Trabzon. Data was collected by Web-Based Number Sense Test (WNST) and PISA Mathematical Literacy Test from the participants. According to the results obtained from the study, it was found that the number sense performances of the students were in the level of "low number sense"; that while the highest success was observed in "recognizing the number dimension (B2)" number sense component, the lowest success was observed in "judging the calculation results whether they are reasonable or not (B5)" number sense component; that number sense components had a positive, high and meaningful relationship with each other and with general number sense score; that students mostly prefered rule-based solutions to number sense-based solutions; that students had a great deal of misconceptions in terms of number sense conceptual learning. Besides, it was determined that students' mathematical literacy was very low; that there was a positive and meaningful relationship between mathematical literacy scores and 11 sub-dimensional scores; that while their general and sub-dimensional scores of mathematical literacy did not show meaningful difference according to gender and age, it showed meaningful difference according to the school type. It was obtained that there was positive, strong and meaningful relationship between number sense scores and mathematical literacy, that the relationship between the five number sense components and the general number sense scores included in the study and eleven mathematics literacy sub-dimensions and general mathematical literacy scores was positive and significant and that number sense components predicted 41% of PISA mathematical literacy score.