Abstract:

In this study, the relationship between number sense and mathematics anxiety of 7th and 8th grade students was examined, in addition, it was investigated whether the number sense, the components of number sense and math anxiety differ according to gender and class variables and whether the components of number sense were predictors of math anxiety. The research was carried out with 416 students studying in three secondary schools located in a central district in the central province of Turkey in 2018-2019 academic year. The research was designed with correlational survey methods. The results of the research revealed that number sense and the components of number sense was significantly different according to class and gender variables; as the level of class increased the sense of number increased and male students had a higher number sense than female students. While math anxiety did not show significant difference according to class variable, there was a significant difference according to gender variable; the difference was found to indicate that female students had higher math anxiety than male students. In addition, it was found there was a negative and middle level correlation between number sense and math anxiety in 7th and 8th grade students and the components of number sense were significant predictors of math anxiety.

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