A Systematic Review on The Definition of Children’s Number Sense in the Primary School Years
Munirah Ghazali 1 2 * , Rosmawati Mohamed 1 , Zainun Mustafa 2
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1 School of Educational Studies, Universiti Sains Malaysia, MALAYSIA2 Regional Centre of Expertise for ESD, RCE Penang, Universiti Sains Malaysia, MALAYSIA* Corresponding Author


The definitions serve the purpose of communication and preservation of knowledge in scientific inquiry. However, it is quite often to perceive number sense concept without well-accepted definitions in the field of mathematics education research. Despite the mentioned issue, the current literature on children’s number sense provide a glean for introducing, implementing, and even measuring the number sense using the specific and contextualized indicators in early mathematics. Consequently, this phenomenon offers to bridge a gap in the literature concerning definitions of number sense and its indicators. This article systematically reviews on the indicators in measuring children’s number sense based on the past research guided by the PRISMA statements. The metadata were analysed using open-coding and were further re-coded through axial coding and selective coding to form a definition of number sense. This article discusses on limitations, implications, and the future research directions for studying children’s number sense in the primary schools’ mathematics.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Literature Review

EURASIA J Math Sci Tech Ed, Volume 17, Issue 6, June 2021, Article No: em1968


Publication date: 01 May 2021

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