Relationship between Elementary School Students' Numeracy and Number Sense

Author: Rina Dyah Rahmawati
Institution: Universitas Negeri Yogyakarta, Indonesia Universitas PGRI Yogyakarta, Indonesia
ORCID: https://orcid.org/0000-0003-3390-6303
Author: Nawang Sulistyani
Institution: Universitas Muhammadiyah Malang, Indonesia
ORCID: https://orcid.org/0000-0002-2864-548X
Author: Yoppy Wahyu Purnomo
Institution: Universitas Negeri Yogyakarta, Indonesia
ORCID: https://orcid.org/0000-0002-6216-3855
Author: Yeni Fitriya
Institution: Universitas Negeri Yogyakarta, Indonesia
ORCID: https://orcid.org/0000-0003-3821-4007
Author: Deasy Ramadhani
Institution: Universitas Negeri Yogyakarta, Indonesia
ORCID: https://orcid.org/0009-0001-0147-4481
Year of publication: 2023
Source: Show
Pages: 73-88
DOI Address: https://doi.org/10.15804/tner.23.74.4.06
PDF: tner/202304/tner7406.pdf

Numbers are fundamental mathematical concepts that underlie various other mathematical principles. This research investigates the relationship between number sense and the numeracy abilities of fifth-grade elementary school students. A cross-sectional survey method was used, with 205 respondents voluntarily participating. The results showed a reciprocal relationship between number sense and numeracy in elementary school students. Emphasising number sense can enhance flexibility in numeracy solutions. Number sense can be developed through assigning math tasks related to the students' environment or associating it with other learning processes. The study emphasises the importance of number sense in the primary school mathematics curriculum.

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