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.

摘要

本研究的目的是调查八年级学生的数学沟通能力、情感特征以及情感特征在他们的沟通能力水平上的差异。使用混合方法顺序解释性设计。定量数据是通过数学沟通能力测量工具和情感领域量表从 140 名学生中收集的。定性数据是通过半结构化和临床访谈从 31 名学生那里收集的，这些学生代表了所有能力水平的学生。结果表明，能力为0级或以下的学生的主要困难是理解陈述/问题，解释关于问题的想法。能力水平为 1 级和权重为 1 级的学生，在解释数学结果或提出口头/书面理由方面遇到挑战。最后，能力为0级或以下的学生的自我效能感、焦虑和解决问题的开放性与其他学生有显着差异。