From Nonsense to Number Sense: Enumeration of Numbers in Math Classroom Learning

Abstract

The overall goal of learning mathematics is to induce a lifelong understanding that allows students to adapt to contemporary changes and demands. Advances in our society cause an abundance of data bombarding us on a daily basis. As a result, mathematics skills must extend beyond the ability to enumerate or sense making. Thus, this study was conducted with the aim of assessing 215 randomly selected students aged 14 to 16 in their enumeration of numbers. The moderating variables for this study include grade level (Secondary 2 and Secondary 4) and gender. This study was based on a purely quantitative approach using a paper and pencil test to assess these students’ number sense. The findings show both Secondary 2 students and Secondary 4 students obtained a low-level mean score of 22.59 (SD=9.64) and 24.85 (SD=7.76) from a maximum score of 50. These findings show no statistical significant differences at the 0.05 level. The findings also depicted that male students obtained a higher mean score across secondary 2 and secondary 4, though the former were not statistically significant. The findings also showed that the influences between number sense and school mathematics results are correlative. Learners must be able to interpret, evaluate, recognize patterns, make comparisons, and understand relationships from data. This data in number forms must make sense to students before any meanings can be attached to it. Number sense, as it is known, is based on the fundamental of understanding what numbers mean, how the numbers are represented, how the numbers are correlated to one another and how the computations of those numbers take place. This supports the notion that when students are good in number sense, it will increase and enhance their usage of mathematics in everyday life.