Abstract:
This study was aimed to examine the mathematical language skills of 7th grade
students in the process of transforming the real life situation into a mathematical
expression in a story designed in the field of algebra. The mathematical language
skills of the students were examined in the theoretical frame of the multiple
representation transition model developed by Lesh (1981). The study was conducted
with 80 secondary school students studying in 7th grade in a western part of Turkey in
the 2015-2016 academic year. In addition, clinical interviews were made with three
students who were selected among these students and whose achievement levels were
low, medium and high. In the research process, a story belonging to the field of
algebra learning was designed by the researchers and 8 questions were directed to the
students in this story. As a result of the research, it has been seen that students had
difficulty with explaining the situation given in the story mathematically, and tended
to express verbally. Using clinical interviews, it was observed that the student with
high level of mathematics achievement used correct verbal, written, and symbolic
language. In addition, it was observed that the student with low mathematics
achievement had difficulty in explaining the real life situations and creating symbolic
expressions.
