Investigation of eight grade students' mathematical communication skills, mathematical literacies and affective factors in a teaching experiment based on mathematical modelling

The purpose of this study is to investigate eight grade students' mathematical communication skills, mathematical literacy performances, affective factors (mathematical motivation, mathematics self-efficacy, math anxiety and openness to problem solving) and if any relationship between mathematical communication skill and mathematical literacy performance and affective factors in learning environments that are designed based on mathematical modelling approach. The study is designed qualitatively and teaching experiment method is used. The participants of the study consist of fifteen eight grade students in different socio-economic environments, who differed in terms of mathematical communication levels and affective characteristics. In this study the theoretical frameworks has been Commognition and PISA mathematical literacy framework. The results of this study showed that development of mathematical communication skills is supported in learning environments which are designed based on mathematical modelling approach. In addition, development of mathematical communication skills have led to an increase in students' mathematical literacy performances. Besides, the learning environments have positive effects on students' mathematics self-efficacy, math anxiety, mathematical motivation and openness to problem solving.