Number Sense and Mathematical Attitudes of Middle School Students: A Correlational Study

Abstract

This research examines the relationship between number sense competence and attitudes towards mathematics among middle school students in Şanlıurfa, Türkiye, during the 2021-2022 academic year. Using a mixed methods approach, the Number Sense Scale and the Mathematics Attitude Scale were used to collect data from a group of 39 students in grades 6, 7, and 8.Inferential analyses, including ANOVA, Pearson correlation, and linear regression, revealed that number sense was at a very low level (M=3.46) and that student solved problems using rule based, classical methods rather than number sense strategies. Male students exhibited significantly stronger number sense skills and positive attitudes compared to female students, while 8th grade students showed higher competence than 6th grade students. The most significant finding of the study was a strong positive correlation (r=0.846) between the two constructs, with number sense emerging as a powerful factor explaining 71.6% of the variance in mathematical attitudes. These findings highlight that cognitive problems in flexible numerical thinking can fundamentaly restrict students’ attitudes towards mathematics. Consequently, the study advocates for instructional frameworks that prioritize non routine problem solving and diverse strategic approaches to foster both conceptual understanding and sustainable positive attitudes in mathematics classrooms.