The effect of the mathematics language used by the teacherand student self-efficacy on the fractional success of secondary school students

This research was conducted to examine the effect of the mathematical language used by the teacher and the students' fraction self-efficacy on the fraction success of secondary school students. In the study, the relational research model, one of the quantitative research methods, was used. The study was conducted with 106 volunteer secondary school 6th grade students studying in 3 different secondary schools affiliated with the Bayburt Directorate of National Education in the east of Turkey. The data of the study were collected using the fractions self-efficacy scale test, the mathematical language scale in teaching fractions and the fractions achievement test. The collected data were analyzed using descriptive and predictive statistical methods. General information about the characteristics of the data was given using the descriptive statistics method. Using the predictive statistics method, generalizations about the data were reached based on the data from the sample. Correlation analysis was performed for predictive statistics. SPSS 22.0 package program was used to analyze the data. As a result of the analysis, a significant relationship was determined between fraction success and the mathematical language used by the teacher, and between fraction success and self-efficacy. In addition, research findings indicate that self-efficacy has a significant effect on fraction success, and that self-efficacy and the mathematical language used by the teacher also have a significant effect on students' fraction success.