Identification of Number Sense Strategies Used by Eighth-Grade Students in Fractions Questions in Figure, Operation, and Scenario Forms

Abstract

The aim of this study is to determine the number sense strategies used by eighth-grade students with different academic achievement levels in fractions questions in figure, operation, and scenario forms. The study used the case study design, which is a qualitative research method. The study group consists of three eighth-grade students attending a public school in Istanbul. The students participating in the study were determined by purposive sampling. As a data collection tool, the study employed the Number Sense Test consisting of 18 questions in figure, operation, and scenario forms prepared by the researchers. The data were collected through semi-structured interviews synchronously through video conferencing. The results indicated that the students used number sense-based solution strategies in the questions in figure form the most, which were followed by the scenario questions and operation questions, respectively. In addition, the student with low academic achievement used more number sense-based solution strategies in the questions in figure and scenario forms than the student with medium academic achievement. The students applied more number sense-based solution strategies in figure and operation questions in the component of understanding of the meaning and size of numbers; in figure questions in the component of understanding and use of equivalent expressions; and in scenario questions in the component of understanding the meaning and effect of operations. Moreover, although the component of flexible computing and deciding the reasonableness of the result was applied in the questions in scenario form the most, the most mistakes were made in a scenario question as well. Finally, the use of number sense acted as a bridge between students' intuitive thinking and conceptual knowledge in learning fractions. Based on the obtained results, suggestions are made for future studies.