International Journal of Educational Studies in Mathematics, 2024, 10(4), 208-228 © 2024 International Journal of Educational Studies in Mathematics (IJESIM) is a publication of ERPA The Role of Large and Small Numbers in Problem Solving* Talip Dadak 1 , Ayşe Mentiş Taş 2 1 Türkiye Ministry of National Education, Turkiye 2 Necmettin Erbakan University, Ahmet Keleşoğlu Faculty of Education, Konya, Turkiye ABSTRACT ARTICLE INFO This study aims to analyze the problem-solving skills of second-grade students in dealing with problems involving large and small numbers. In pursuit of this objective, the variation in the problem-solving abilities of elementary school students with respect to the numbers used has been examined. The research, designed as a mixed-methods study, employed an explanatory sequential design. It was conducted with a total of 154 students from four different primary schools located in the Selçuklu District of Konya Province, Turkey. Data were collected through parallel tests and clinical interviews. Quantitative data were analyzed using statistical software, while descriptive analysis was preferred for the qualitative data analysis. The findings indicate a strong association between problem-solving success and the numbers used. Second-grade students tend to score higher on tests involving smaller numbers. This result suggests that students perform better on problems related to smaller numbers. Upon examining student responses, it became evident that students struggled more with non-routine problems, which were observed to be more challenging. During the clinical interview phase, students were presented with problems related to numbers of different magnitudes, and their solutions were evaluated. Overall, it was observed that students faced greater challenges in solving problems involving larger numbers, which affected their understanding of the problems. When working with larger numbers, students often focused on key words. It was observed that problems involving larger numbers posed difficulties for students from the comprehension stage onwards. When providing problem-solving instruction to students, it may be more beneficial to begin with smaller numbers initially, rather than the complexity of larger numbers. Article History: Received: 01.09.2023 Received in revised form: 30.10.2023 Accepted: 06.12.2023 Available online: 29.12.2023 Article Type: Research Paper Keywords: problem solving, big number, small number, success © 2024 IJESIM. All rights reserved 1 1. Introduction At the elementary school level, identifying and resolving challenges that students encounter during problem-solving is necessary to enhance their skills. This can boost students' self-confidence and help them cope with negative thoughts. Research indicates that problems involving large numbers can be challenging for elementary school students (Artut ve Tarım, 2006, 2009; Olkun, Şahin, Akkurt, Dikkartın ve Gülbağcı, 2009; Verschaffel, Corte ve Vierstraete, 1999). This study aims to examine the problem-solving abilities of second-grade elementary school students when dealing with problems involving large and small numbers. This study could contribute to problem-solving instruction, educational material development, and aiding students in becoming more 1 Corresponding author’s address: Ministry of National Education, Turkiye e-mail: talipdadak@gmail.com DOI: https://doi.org/10.17278/ijesim.1353911 *This article was produced from Talip Dadak's master's thesis titled "Determining the role of large and small numbers used in the problem in the problem solving success of second year primary school students", conducted under the supervision of Prof. Dr. Ayşe Mentiş Taş.