2026-10-30T03:26:26Zhttps://bayburt-rdlopen.rawdatalibrary.net/oai/requestoai:bayburt-rdlopen.rawdatalibrary.net:bayburt/114262026-10-29T19:41:38Zopenairedrivercom_bayburt_10000col_bayburt_10001com_bayburt_10007col_bayburt_10218The mediating and moderating role of mathematical problem-solving skills in the relationship between primary school students' number sense and mathematics self-efficacyFiliz, TunahanKılıç, ZelihaMathematical problem solvingMathematics self-efficacyNumber senseStructural equation modelingThe 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.Duzce University, Faculty of Education2026Articlehttps://rdlopen.rawdatalibrary.net/r/bayburt/11426https://doi.org/10.33902/jpr.2026403542602-3717enJournal of Pedagogical Researchinfo:eu-repo/semantics/openAccessinfo:eu-repo/semantics/articlehttps://bayburt-rdlopen.rawdatalibrary.net/tr/items/bayburt/11426