This investigation delves into the numerical comprehension among elementary and middle school students within Israel's Arab sector, challenging the conventional metrics of mathematical ability. Despite the apparent adeptness in standard mathematical tests, a significant discrepancy exists between calculative prowess and genuine numerical understanding among students. This discrepancy prompted an exploration into the nuanced domain of numerical sense, specifically in the context of fractions, among sixth and seventh graders. Engaging 244 students across these grades, the study employed a dual-assessment approach: a traditional written calculation test juxtaposed with a test emphasizing numerical sense. Results unveiled a parallel achievement pattern across both grades, with a pronounced superiority in calculation-based tests over those assessing numerical sense. Such outcomes underscore the critical distinction between mere calculation skills and the application of numerical sense. Further depth was added through interviews with 18 students, representing a spectrum of performance levels in both tests, to glean insights into the underlying competencies. This research underscores the imperative of reevaluating educational strategies to foster a more holistic mathematical understanding, transcending beyond rote calculations to nurture a profound numerical sense.