EXAMINING PRE-SERVICE MATHEMATICS TEACHERS’ WRITTEN MATHEMATICAL COMMUNICATION SKILLS

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This study aims to investigate pre-service mathematics teachers’ written mathematical communication skills. The examined skills were to what extent the participants used mathematical language and terminology in their written explanations, and their proficiency in comprehending, interpreting, and applying mathematical definitions. Within this context, data were collected from 40 junior pre-service mathematics teachers via two data collection tools consisting of open-ended questions. In the first data collection tool, participants were given seven well-known mathematical statements and were asked to explain why these statements were true. In the second data collection tool, they were given definitions of angle and fraction and were asked to answer questions based on these definitions, and then to express the triangle, the circle, and the closed disc symbolically. Data were analyzed via content analysis and a rubric was utilized to determine the participants’ written mathematical communication levels. Results show that 27% of PSMTs’ written explanations were incorrect or unrelated to the statement, 40% consisted of low-level mathematical communication, 19% moderate-level communication, and 13% high-level communication. Participants used words at the most and visual expressions at the least in their written explanations. They could not interpret and apply the definitions in an expected level and performed a low-level success in using symbolic language to express geometrical concepts. Suggestions are made regarding how mathematics teaching programs can help pre-service teachers to develop their mathematical communication.

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Pre , service mathematics teachers , mathematical communication , mathematical language , written mathematical language

Journal Of Uludag University Faculty Of Education

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Journal Of Uludag University Faculty Of Education