An Investigation of Eighth Grade Students' Mathematical Communication Competency and Affective Characteristics

Autor/inn/en	Ata Baran, Ayla; Kabael, Tangül
Titel	An Investigation of Eighth Grade Students' Mathematical Communication Competency and Affective Characteristics
Quelle	In: Journal of Educational Research, 114 (2021) 4, S.367-380 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ata Baran, Ayla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2021.1948382
Schlagwörter	Grade 8; Middle School Students; Student Characteristics; Student Motivation; Communication Skills; Mathematics Skills; Competence; Self Efficacy; Problem Solving; Mathematics Anxiety; Foreign Countries; Achievement Tests; International Assessment; Turkey; Program for International Student Assessment + Suchen Sie Ihr Suchwort? School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schulische Motivation; Kommunikationsstil; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kompetenz; Self-efficacy; Selbstwirksamkeit; Problemlösen; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Türkei
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01