Examining the relationship between basic language skills and mathematical skills

In this study, the relationship between primary school fourth grade students' basic language skills and mathematics skills will be investigated. The main purpose of this research is: The aim of this study is to invetigate whether students' reading, writing, listening and speaking skilld have a significant effect on problem solving, problem posing, mathematical reasoning, mathematical association and mathematical communication skills, which are among mathematical skills. The method of the research is quantitative and the design is relational screening design. The sample of research consists of 51 fourth grade students studying at a public school in Şanlıurfa. "Reading Comprehension Achievement Test"(RCAT) developed by Batmaz(2017), "Test Indicating Different Problem Posing Situations" developed by Çarkcı (2016), "Problem Solving Achievement Test" (PSAT) developed by Akten (2019), as data collection tools, the "Listening Text" titled "Alien Child with Rope Legs" in the 4th grade Turkish textbook approved by the Ministry of National Education Board of Education and Discipline was used. In addition, in this study, in order to measure the listening skills of the students, the "Kid with Rope Legged Alien Text" was listened of the students and the questions prepared by Ören (2019) of the listening text were used. In order to measure the writing skill levels of the students, the students were asked to write a story based on the visual in the "Individual and Society" theme in the 4th grade Turkish textbook. Various cartoons were presented to the students in order to measure the speaking skill levels of the students. The cartoons were selected from the cartoons that won the achievement award. To measure the reasoning skills of the students, the "Mathematical Reasoning Achievement Test" (MRAT), which consists of the questions in the International "Tımss" exam, the "Mathematical Association Achievement Test" (MAAT) to measure the academic achievement of mathematical communication and the "Mathematical Association Achievement Test" (MAAT) to measure the mathematical communication skills. "Mathematical Communication Achievement Test" (MCAT) was used. The data of the research were analyzed with SPSS 16.0 statistical program. As a result of the research: As a result of the findings related to the first sub-goal, it was determined that there was a positive and highly significant relationship between students' "reading comprehension skills" and "problem solving skills" and "problem posing skills". As a result of the findings related to the second sub-goal, a positive and highly significant relationship was found between "students' "writing skills" and "problem solving skills" and "problem posing skills". As a result of the findings related to the third sub-objective it was determined that there was a positive, positive and moderate relationship between the students' "speking skills", "problem solving skills" and "problem posing skills". As a result of the findings related to the fourth sub-goal, it was determined that there was a positive and highly significant relationship between the students' " listening skills", "problem solving" and "problem posing skills". As a result of the findings related to the fifth sub-goal, there was a positive and highly signifacant relationship between "reading comprehension skills" and "mathematical reasoning skills". it was found that there was a positive and highly significant relationship between the students' "writing skills" and "mathematical reasoning skills". there is a positive and highly signifacant relationship between students' "listening skills" and "mathematical reasoning skills". there is a positive and moderately signifacant relationship between the "speaking skills" and "mathematical reasoning skills" of the students. As a result of the findings related to the sixth sub-purpose, there was a positive and highly signifacant relationship between "reading comprehension skills" and "mathematical association skills". there was a positive and highly signifacant relationship between the students' "writing skills" and their "mathematical association skills", there was a positive and highly signifacant relationship between the students' "listening skills" and their "mathematical association skills", there was a positive, positive correlation between the students' "speaking skills" and "mathematical association skills". As a result of the findings related to the seventh sub-objective, there was a positive and highly signifacant relationship between the students' "reading comprehension skills" and "mathematical communication skills", there was a positive and highly signifacant relationship between the students' "writing skills" and "mathematical communication skills", there was a positive and highly signifacant relationship between the students' "listening skills" and "mathematical communication skills", it was concluded that there was a positive and moderately significant relationship between students' "speaking skills" and "mathematical communication skills". Keywords: Turkish, Reading, Writing, Listening, Speaking, Mathematics, Problem Solving, Problem Posing, Mathematical Reasoning, Mathematical Communication, Mathematical Association