Number sense viewed from students' mathematical communication skills in sequences.

This study aims to determine students' number sense profile associated with their mathematical communication skills. The study used qualitative methods, in which data were obtained through math communication test, number sense test, and interviews. Mathematical communication test data were assessed and used to categorize students into three categories. The number sense profile was made based on the analysis of number sense test data and strengthened by the analysis of interview data from several research subjects who represented each category of mathematical communication skills. This study obtained three conclusions, namely: (1) Students with high mathematical communication skills have good number sense because they have confidence in problem solving, so that they can solve all problems related to number sense assessment indicators, (2) Students with medium mathematical communication skills have good number sense on several indicators, but the execution of other indicators is not perfect and requires improvement through the development of number sense in order to obtain a better number sense level, (3) Students with poor number sense, have low mathematical communication skills since they always tend to avoid the problems. They do not feel capable of solving the problems, therefore it is essential to provide guidance to help them improve. [ABSTRACT FROM AUTHOR]