The number sense is a well-organized conceptualized frame of information about numbers and quantities. It enables us to understand numbers, quantities and relations among them as well as to solve mathematical problems that are impossible to solve by using traditional concepts. As it represents the basis for acquiring mathematical knowledge and skills, it may have a significant effect on a child's future. The number sense involves several components and most children find it easy to learn the basic principles. However; pupils with a general learning disability or specific learning difficulties need more time and support to gain basic mathematical skills, and have a far more difficult time understanding complex thinking procedures and following intricate concepts or more concepts simultaneously. The number sense develops most naturally in informal and unplanned learning. So, while the number sense is the basis for all future mathematical skills taught by teachers, the term is not featured anywhere in the kindergarten curriculum or the syllabus for mathematics. However, teachers can find many opportunities to include all the components of the number sense into learning. In this respect, educational games are essential, because by playing games, children or pupils get a chance to develop a solid basis for achieving mathematical fluency without fear of failure.
The main research problem, the purpose and the contribution of the emerging master's degree thesis is to be used as to create and test a linear game called ‘The mole’s number tunnel’, which was to be used as an educational tool for developing the number sense, suitable for Year 1 students. Two groups of Year 1 students, which included 20 girls and 25 boys, were involved in the study. Both groups were tested using the number sense assessment test (Jašarević, 2016). Three pupils in the test group had a significantly lower score on the pre-test, so they were observed more carefully. After the pre-test, one of the groups (the test group) participated in a five-week training programme of developing the number sense using ‘The mole’s number tunnel’ educational game. The game was used as a tool to develop the number sense of each participant.
Each group included pupils of different backgrounds and with different knowledge levels. The aim of the programme was to provide all students an opportunity to develop a good basis of mathematical thinking, and especially students who have difficulties with developing of the number sense, as this would help prevent them falling behind the group, especially in the beginning of their education. Immediately after the end of the five-week programme aimed at developing the number sense by using ‘The mole’s number tunnel’ game, the students from both groups, i. e. the test group and the control group, were re-tested and their results were compared to evaluate the training programme. We also looked for differences in the pre- and post-programme results in terms of gender. The results show that the educational game had a positive effect on the number sense of both boys and girls. he analysis of the results using different criteria has showed a positive impact of playing ‘The mole’s number tunnel’ educational game on the development of the number sense. With active participation in the game, Year 1 students progressed in all five areas of the number sense assessment test (Jašarević, 2016) as well as in their calculation strategies. The term ‘the number sense’ is defined in the theoretical part of the master’s degree thesis. All the components of the number sense are explained and similar terms are linked. A range of activities for enhancing the number sense in Year 1 were combined in ‘The mole's number tunnel’ educational game, which can be used as support and a source of ideas for special education teachers, primary school teachers, preschool teachers and other school and preschool teachers when planning mathematical lessons.
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