Filiz, TunahanKılıç, Zeliha2026-09-012026-09-0120262602-3717https://doi.org/10.33902/JPR.202640354https://hdl.handle.net/20.500.12403/8366The 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.eninfo:eu-repo/semantics/openAccessMathematical Problem SolvingMathematics Self-EfficacyNumber SenseStructural Equation ModelingArticle10132834810.33902/JPR.2026403542-s2.0-105033268753Q3