The investigation of using mathematical language of 7th graders on algebra

The aim of this research is to investigate using mathematical language of 7th grade students in the area of learning algebra. In this case, understanding and using mathematical language skills in the area of learning algebra of 7th grade students were investigated and on the relationship between gender and mathematics achievement were focused in this study. Also, opinions on the use of mathematical language was evaluated and on the relationship between mathematical language skills, gender and mathematics achievement were investigated. The general screening model was accepted by the research. The participants of the study were from 160 students of grade 7 in primary schools, in the Viranşehir of Şanlıurfa. Two data collection tools were used in the study. The first one is achievement test consisting of 19 questions aimed to determine students' learning use of mathematical language in the area of algebra. The second data collection tool is likert-type scale of mathematical language, prepared by the researcher using the scale developed by Çalıkoğlu Bali (2002), aimed to determine the views of students' mathematical language. Data collection tools applied to 2012-2013 academic year and SPSS 16.0 package program was used for computer analysis of the data collected. As a result of the study, it was concluded that students have significant deficiency on algebra. It was showed that using mathematical language skills of the students in the area of learning algebra is not sufficient and they have some misconceptions in the area of learning algebra. Also it have been identified 7th grade students experienced difficulty in when a verbal expression expressed as mathematically and when a mathematical expression expressed as verbally. It was found moderate, positive and significant correlation between understanding and using mathematical language skills and mathematics achievements of students and there were no significant differences understanding and using mathematical language skills of students in terms of gender. It was showed that students have positive view on the use of mathematical language and it was found low level, positive and significant correlation between understanding and using mathematical language skills and views on the use of mathematical language. Also it was found that female students? views on the use of mathematical language is more positive than male students?. Finally, some suggestions were made in accordance with the results obtained. Keywords: Mathematical language, algebra, teaching algebra, variable.