The effect of multiple representation-based decimal notation teaching on the mathematical achievement and retention of 6th grade students

This research aims to examine the effects of multiple representation-based instruction and decimal notation teaching on the mathematical achievement and retention of 6th grade students and student opinions about the implemented teaching process. The research was conducted using a mixed methods approach and among the quantitative research designs, a quasi-experimental design with a pretest-posttest control group was employed. Content analysis was conducted in order to examine the student opinions. The study group of the research consisted of two classes with a total of 50 students, 25 in the experimental group and 25 in the control group. Multiple representation-based instruction was applied to the experimental group students, and MEB (Ministry of National Education) textbook-based instruction was applied to the control group students. Multiple representation-based instruction process was implemented through activities prepared considering the achievements in the mathematics course curriculum. The research was carried out for a total of 25 lesson hours during a five-week teaching period. As data collection tools, a mathematics achievement test consisting of 18 items and an open-ended question form consisting of 13 items were used. The achievement test developed by the researcher was applied to both groups as a pre-test, post-test and retention test. As a result of the research, it was seen that there was a statistically significant difference in favor of the experimental group as a result of the analysis of the post-test scores of the experimental and control groups. According to the retention test results of the experimental and control groups, it was concluded that the students in the experimental group remembered the subject they learned for a longer time. When student opinions were examined, it was determined that students had positive opinions in that multiple representation-based instruction facilitated learning, made the lesson fun, and motivated learning. In light of these results, it has been revealed that multiple representation-based instruction plays an important role in teaching decimal notation. Keywords: Multiple representation, multiple representation-based instruction, decimal representation, mathematical achievement, retention.