The effect of learning environments based on mathematical modeling on the 7th grade students' development of mathematics literacy and academic achievement

When mathematical modeling is used in the educational process, it will contribute to many knowledge and skill acquisitions such as improving students' mathematical competence, increasing their interest in mathematics, and enabling them to learn concepts meaningfully. However, it is thought that it can affect both academic success and the development of mathematical literacy, which is desired for every individual today. It is important to examine these developments in classrooms where modeling is used systematically. The aim of this study is to examine the effect of learning environments based on mathematical modeling on the development of mathematical literacy and academic success of 7th grade students. Experimental design with pretest posttest control group, which is one of the quantitative research methods, was used in the research. The participants of the study are 60 students studying in the 7th grade of secondary school in a public school. A learning environment based on modeling was created in the experimental group from the two 7th grade classes determined within the scope of the study, and teaching was carried out without modeling applications in the control group. In the study, 124 questions consisting of 7th Grade Skill-Based Tests (6 Units), published by the Ministry of National Education General Directorate of Assessment, Evaluation and Examination Services, in order to examine the development of students' academic achievement, Operations with Integers, Operations with Rational Numbers and Rational Numbers, Algebraic Expressions – Equation and Equation, Ratio and Proportion - Percentages, Lines and Angles - Polygons - Circle and Circle, Data Analysis - Views of Objects from Different Sides 7th Grade Skill-Based Tests were used. In determining the mathematical literacy of students, Altun, Gümüş, Akkaya, Bozkurt, Ülger (2018) determined that PISA (Program for International Student Assesment) was used in 2003 and 2006 applications of the International Student Assessment Program and the Ministry of National Education (MEB) (2005) ) Among the 53 questions translated into Turkish and published, the "Mathematics Literacy Achievement Level Determination Scale" (MOBDÖ) consisting of 9 questions was used. At the beginning of the study, mathematical literacy scale and 7th Grade Skill-Based Tests were applied to the experimental and control groups as a pre-test, and then the experimental study was started. While teaching in the control group continued in the form of classical lectures, 10 mathematical modeling activities were implemented in addition to the lectures in the experimental group. While applying the modeling activities, the students worked in groups, and then the solutions were discussed. In the applications in the experimental and control groups, 7th Grade Skill-Based Tests and literacy test were applied as pre-test and post-test. Qualitative and quantitative analysis were used in the analysis of the data collection tools of the study. In the 7th Grade Skill-Based Tests, correct answers were coded as "1", and blank and incorrect answers as "0" and the total score received by each student was determined. In the analysis of the literacy test, the rubric created by Altun, Gümüş, Akkaya, Bozkurt, Ülger (2018) was used. The total score obtained by the student was calculated. In the study, first of all, parametric tests were applied in frequency distribution table, normality test, comparison and correlation tests. As a result, there was a statistically significant difference between the pre/post test levels of the Mathematical Literacy Determination Level of Achievement Scale in the experimental group (p<0.05). Mathematical Literacy Achievement Level Determination Scale post-test levels are significantly high. Operations with Integers Test pre/post test, Rational Numbers and Operations with Rational Numbers Test pre/post test, Algebraic Expressions - Equation and Equation Test pre/post test, Proportion and Proportion- Percentages pre/post test, Lines and Angles - Polygons Test pre/post test There is a statistically significant difference between pre/post test levels of /post test, Data Analysis – Views of Objects from Different Sides Test (p<0.05). The post-test levels of the Tests administered are significantly higher. Based on the whole of this study, it was concluded that learning environments based on mathematical modeling had a positive effect on the development of mathematical literacy and academic success of 7th grade students. In the studies to be carried out as a continuation of the study, it is thought that the learning environments based on modeling, which will be provided to the students in a longer period of time, will increase the success of the students in high school and university, as well as in their daily lives and business lives, at a visible and measurable level.