<![CDATA[Number sense is a fundamental component of early numeracy and a strong predictor of success in mathematics at subsequent educational levels. Although various studies have been conducted to strengthen number sense in young children, the findings remain inconsistent, and the magnitude of the aggregate effect, as well as the role of contextual factors, have not yet been quantitatively and comprehensively mapped. This study aims to estimate the magnitude of the effect of number sense interventions and to analyze the role of moderator factors that may explain variations in their effectiveness. This study employs a meta-analysis following the PRISMA guidelines to synthesize studies on number sense interventions for young children. The literature search was conducted using the Scopus database. A total of 18 studies published between 2015 and 2025, yielding 20 effect estimates, met the inclusion criteria. Effect sizes were calculated using the standardized mean difference (Hedges’ g) with a random-effects model. Analyses of heterogeneity, publication bias, and moderators were conducted by considering study design, number sense domains, types of learning interventions, learning media, children’s age, and country context. The results of the meta-analysis indicate that number sense interventions have a moderate positive effect on the numeracy skills of young children. Moderator analysis indicates that variations in effect sizes across studies are not statistically significant, suggesting that the variables analyzed do not adequately explain the variation in effects. Number sense interventions are effective in strengthening early childhood numeracy with a moderate effect size. Although there is variation in effects across studies, these findings suggest that the interventions have broad application potential across various contexts.]]>
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