An investigation of eighth grade students’ mathematical communication competency and affective characteristics

Ata Baran A., Kabael T.

Journal of Educational Research, cilt.114, ss.367-380, 2021 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 114
  • Basım Tarihi: 2021
  • Doi Numarası: 10.1080/00220671.2021.1948382
  • Dergi Adı: Journal of Educational Research
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, IBZ Online, Periodicals Index Online, ABI/INFORM, Applied Science & Technology Source, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Index Islamicus, MLA - Modern Language Association Database, Psycinfo
  • Sayfa Sayıları: ss.367-380
  • Anahtar Kelimeler: Affective characteristics, eighth grade students, mathematical communication, mixed method, SELF-EFFICACY, ANXIETY
  • Eskişehir Osmangazi Üniversitesi Adresli: Evet

Özet

© 2021 Taylor & Francis Group, LLC.The purpose of this study was to investigate eighth grade students’ mathematical communication competency, affective characteristics, and the differentiation in affective characteristics across their communication competency levels. The mixed method sequential explanatory design was used. The quantitative data were collected from 140 students through Mathematical Communication Competency Measurement Tool and Affective Domain Scale. The qualitative data were collected from 31 students, who represent students across all competency levels, through semi-structured and clinical interviews. The results showed that main difficulties of students, whose competency was level-0 or below, were making sense of statements/questions, explaining ideas about the problem. The students, whose competency level was level-1 and level weighted-1, had challenges in explaining a mathematical result or presenting a verbal/written justification. Finally, self-efficacy, anxiety and openness to problem solving of students, whose competency was level-0 or below, differed significantly from other students.