Investigating Seventh Grade Students’ Mathematical Communication Skills: Student Journals

Zeybek, Zülfiye; Açıl, Elif

doi:10.16949/turkbilmat.367513

Cited by 3 publications

(4 citation statements)

References 36 publications

(50 reference statements)

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“…Whereas (Supriyanto et al, 2020) designed it following the Realistic Mathematics Education (RME) learning model on Arithmetic Sequences material. In (Zeybek & Açıl, 2018), mathematical communication is associated with student academic achievement on standards Geometry. Therefore, this study complements previous studies.…”

Section: Discussionmentioning

confidence: 99%

“…A real illustration that mathematical communication is important for students now and in the future is that mathematical communication skills are needed to express mathematical ideas correctly. The mathematical communication has been studied by authors from various countries, for example (Zeybek & Açıl, 2018), (Sánchez Paredes & Vargas D'Uniam, 2016), and (Lee, 2015). In (Zeybek & Açıl, 2018), investigations of students' mathematical communication skills included definition, use of mathematical concepts, and mathematical language skills.…”

Section: Introductionmentioning

confidence: 99%

“…The mathematical communication has been studied by authors from various countries, for example (Zeybek & Açıl, 2018), (Sánchez Paredes & Vargas D'Uniam, 2016), and (Lee, 2015). In (Zeybek & Açıl, 2018), investigations of students' mathematical communication skills included definition, use of mathematical concepts, and mathematical language skills. In (Sánchez Paredes & Vargas D'Uniam, 2016), four aspects are investigated: organization of mathematical thinking through communication, communication of mathematical thinking, analysis and evaluation of the strategies and mathematical thinking of others, and expression of mathematical ideas using the language Development of Mathematical Communication Skill through Worksheets Integrated Problem Based Learning using ADDIE Model of mathematics.…”

Section: Introductionmentioning

confidence: 99%

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Development of Mathematical Communication Skill through Worksheets Integrated Problem Based Learning using ADDIE Model

Putri,

Suparman,

Sotlikova

2022

AJATeL

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Mathematical communication is one of the skills that everyone needs to have to succeed in studying and working, especially in the 21st century era and the industrial revolution 4.0. Mathematical communication skills are very important for students to present arguments in presentations and discussions. These skills can be developed through problem-based learning model. However, student worksheets to support these models have not been extensively created. Therefore, this study aims to develop student worksheets to support problem-based learning models. In student worksheets, mathematical communication skills were integrated into activities. Furthermore, it uses a study and development model including Analysis, Design, Development, Implementation, and Evaluation (ADDIE). The subjects were 50 8th-grade students and 2 mathematics teachers at a Junior High School in Yogyakarta, Indonesia. Here, the teacher is an expert in judging. Collection of data was conducted through observation techniques, interviews, documentation and testing. The result showed that a valid, practical, and effective student worksheets should be able to support the problem-based learning model by integrating students' mathematical communication skills. It can be used by teachers when the teaching and learning process are conducted through a problem-based model. Its substantial contribution is the integration of mathematical communication skills into worksheets. Therefore, students using the worksheets will understand the subject matter and master communication skills simultaneously.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Development of Mathematical Communication Skill through Worksheets Integrated Problem Based Learning using ADDIE Model

Putri,

Suparman,

Sotlikova

2022

AJATeL

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“…Five studies were found at the primary school level. The studies conducted show that keeping a diary and writing activities in mathematics lessons increase academic achievement (Zeybek & Açıl, 2018;Yıldırım, 2016;Teuscher et al, 2015;Yılmaz, 2015;Eren, 2015;Ünlü, 2015;Aytaş, 2012;Çontay, 2012;Kasa, 2009;Steward, 1992), have a positive influence on attitudes towards mathematics (Küçük, 2019;Guce, 2018;Yıldırım, 2016;Teuscher et al, 2015;Ünlü, 2015;Kasa, 2009;Murcheson, 2010;Atasoy & Atasoy, 2006;Rose;Hasanoğlu & Tektaş, 2002), is effective in improving metacognitive behaviours (Kartalcı, 2018;Ünlü, 2015;Coffey, 2009;Murcheson, 2010;Pugalee, 2004), develops problem-solving and constellation skills (Küçük, 2019;Pilten & Pilten, 2016;Bicer et al, 2013;Wittcop, 2008;Pugalee, 2001), helps reduce math anxiety (Küçük, 2019;Banken, 2015;Emmert, 2015;Park et al, 2014), facilitates learning (Öztürk et al, 2016;Aytaş, 2012;Moore, 2007;Lefler, 2006), is an important tool for identifying learning difficulties (İnan, 2016), has a remarkable effect in identifying misconceptions (Ayyıldız, 2010), is an important tool for discovering individual needs (Banken, 2015), and helps them to un...…”

Section: Introductionmentioning

confidence: 99%

Effects of Student Mathematics Diaries on Achievement, Motivation and Metacognitive Awareness: Mixed Methods Design

Kesebir

OKSUZ

2022

IJMTL

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The aim of this study is to investigate the effects of mathematics (maths) diaries on academic achievement, metacognitive awareness and motivation of students in a mathematics lesson. The case study was conducted with a qualitative, quasi-experimental design and a quantitative, embedded multiple-case design as a mixed research model. The sample of the quantitative part of the study consisted of 32 4th grade students, 16 of whom were in the experimental group and 16 in the control group. The participants in the qualitative part of the study were 16 students from the experimental group where maths diaries were used. The quantitative data collection instruments used in the study were the Perimeter Measurement Achievement Test for primary school students, the Mathematics Motivation Scale for primary school students and the Metacognitive Awareness Scale. The students' structured maths diaries were used to collect qualitative data. The quantitative data obtained were analysed using a One-Way ANCOVA and Paired Samples t-test, while the qualitative data from the maths diaries were thoroughly analysed using a qualitative content analysis. As a result of the one-way analysis of covariance, statistically significant differences were found between the adjusted posttest means of the groups, which were adjusted for pretest scores on student achievement, metacognitive awareness and motivation. In the qualitative dimension of the study, positive improvements in students' achievement, metacognitive awareness and motivation were observed from the beginning to the end of the implementation process, as revealed by the analysis of their maths diaries.

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Ortaokul Matematik Ders Kitaplarının Matematiksel İletişim Becerisi Açısından İncelenmesi

MERCAN ERDOĞAN,

MUTLUOĞLU,

ERDOĞAN

2023

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi

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Ders kitaplarının okul matematiği eğitiminde, öğretimin planlanması, yürütülmesi ve değerlendirilmesinde önemli bir rolü vardır. Bu araştırmada matematiksel iletişim becerilerinin ortaokul matematik ders kitaplarında nasıl ele alındığını incelemek amacıyla her bir sınıf seviyesi için (5-8.sınıf) Milli Eğitim Bakanlığı’nda 2021-2022 eğitim öğretim yılında okutulan ders kitapları çalışma grubu olarak kullanılmıştır. Araştırmada nitel araştırma yaklaşımlarından doküman incelemesi yöntemi kullanılmıştır. Elde edilen veriler betimsel analiz yöntemine göre analiz edilmiştir. Tüm sınıf seviyeleri için en çok kullanılan matematiksel iletişim becerilerinin sırasıyla “sayısal”, “görsel”, “açıklama yapma”, “sembol”, “temsiller arası geçiş” ve “tartışmaya teşvik” kategorileri olduğu sonucuna ulaşılmıştır. Öğrenme alanlarına göre incelendiğinde tüm öğrenme alanları için en çok kullanılan matematiksel iletişim becerisi kategorisinin “sayısal” olduğu, en az kullanılan matematiksel iletişim becerisi kategorisinin Sayılar ve İşlemler öğrenme alanı ile Cebir öğrenme alanı için “tartışmaya teşvik” kategorisi; Geometri ve Ölçme ile Olasılık öğrenme alanı için “temsiller arası geçiş” kategorisi; Veri İşleme öğrenme alanı için “sembol” kategorisi olduğu tespit edilmiştir. Elde edilen bulgular doğrultusunda öğrencilerin aktif öğrenimini desteklemek için “tartışmaya teşvik” ve kavramları daha kolay anlamlandırmalarını sağlamak için “temsiller arası geçiş” kategorilerine ders kitaplarında daha fazla yer verilmesi önerilebilir.

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Investigating Seventh Grade Students’ Mathematical Communication Skills: Student Journals

Cited by 3 publications

References 36 publications

Development of Mathematical Communication Skill through Worksheets Integrated Problem Based Learning using ADDIE Model

Development of Mathematical Communication Skill through Worksheets Integrated Problem Based Learning using ADDIE Model

Effects of Student Mathematics Diaries on Achievement, Motivation and Metacognitive Awareness: Mixed Methods Design

Ortaokul Matematik Ders Kitaplarının Matematiksel İletişim Becerisi Açısından İncelenmesi

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