Investigation of mathematising competency of eighth grade students in a teaching environment based on mathematical modeling activities

The purpose of this study is to investigate the mathematising competencies of eighth-grade students in a teaching experiment designed based on modeling activities in the domain of algebra learning. Also, it was aimed to examine the possible effects of supporting mathematising competency on their mathematical literacy performance. In this qualitative study, the teaching experiment method was adopted. The focus participants of the study were selected from a public school through criterion sampling, one of the purposive sampling methods. Eight of the students were determined as the focus participants of the research in line with the different performances that emerged in the open-ended test on mathematising competency. The theoretical framework of the research is the PISA mathematical literacy framework. As a result of the research, the components and sub-competencies of the mathematising competency were presented within the framework of PISA, and the different actions that emerged in the employment of each sub-competencies were revealed. On the other hand, learning environments based on modeling activities in which mathematising competency is supported have positive effects on the increase in the mathematical literacy levels of the participants. The participants showed improvement in establishing relationships between variables in the formulation process, and in making mathematical justifications and more comprehensive generalizations in the interpretation-evaluation process. Keywords: Mathematising competency, Mathematical literacy, Mathematical modeling.