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LITERATURE REVIEW
A Systematic Review on The Definition of Children’s Number Sense in the Primary School Years
1
School of Educational Studies, Universiti Sains Malaysia, MALAYSIA
2
Regional Centre of Expertise for ESD, RCE Penang, Universiti Sains Malaysia, MALAYSIA
Publication date: 2021-05-01
EURASIA J. Math., Sci Tech. Ed 2021;17(6):em1968
KEYWORDS
ABSTRACT
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.
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