The mediating and moderating role of mathematical problem-solving skills in the relationship between primary school students' number sense and mathematics self-efficacy

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dc.contributor.authorFiliz, Tunahan
dc.contributor.authorKılıç, Zeliha
dc.date.accessioned2026-09-01T15:48:04Z
dc.date.available2026-09-01T15:48:04Z
dc.date.issued2026
dc.departmentBayburt Üniversitesi
dc.description.abstractThe present study analyzed the mediating and moderating role of mathematical problem-solving skills in the association between number sense and mathematics self-efficacy of primary school students. The present study employed the relational survey model, a quantitative research method, and utilized structural equation modeling for analysis. The study's sample group consisted of 307 fourth-grade primary school students. The Number Sense Test, the Mathematics Self-Efficacy Scale, and the Mathematical Problem Solving Scale were utilized as data collection instruments. The study's findings indicated a positive and significant relationship between number sense, mathematical problem solving, and mathematics self-efficacy among primary school pupils. The study indicated that students' mathematical problem-solving skills mediated between number sense and mathematics self-efficacy. The study demonstrated that number sense, mathematical self-efficacy, and problem-solving abilities are positively interrelated, highlighting the need for instructional designs and teacher training programs that integrate authentic, real-life problem-solving experiences to strengthen these interconnected skills in mathematics education. These findings suggest that integrating number sense development with structured problem-solving experiences may support students’ confidence in mathematics. Such instructional approaches may contribute to strengthening interconnected mathematical competencies in primary education. © 2026, Duzce University, Faculty of Education. All rights reserved.
dc.identifier.doi10.33902/JPR.202640354
dc.identifier.endpage348
dc.identifier.issn2602-3717
dc.identifier.issue1
dc.identifier.scopus2-s2.0-105033268753
dc.identifier.scopusqualityQ3
dc.identifier.startpage328
dc.identifier.urihttps://doi.org/10.33902/JPR.202640354
dc.identifier.urihttps://hdl.handle.net/20.500.12403/8366
dc.identifier.volume10
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherDuzce University, Faculty of Education
dc.relation.ispartofJournal of Pedagogical Research
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_Scopus_20260820
dc.subjectMathematical Problem Solving
dc.subjectMathematics Self-Efficacy
dc.subjectNumber Sense
dc.subjectStructural Equation Modeling
dc.titleThe mediating and moderating role of mathematical problem-solving skills in the relationship between primary school students' number sense and mathematics self-efficacy
dc.typeArticle

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