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9
Perspectives of Science & Education
International Scientific Electronic Journal ISSN 2307-2334 (Online)
Available: https://pnojournal.wordpress.com/2023-2/23-01/ Accepted: 13 August 2022 Published: 28 February 2023
M. Q. Al-Fayez
The level of mathematical writing among child education students
The problem and the aim of the study. Writing in mathematics can be considered a communication tool that enables the teacher to help students with written experiences and solve problems facing them, and this is done by recording their ideas and providing opportunities for discussion and interaction for students, which contributes to creating a rich environment that helps to understand ideas, analyze and organize them in a way that helps in a deep and integrated understanding. The study aimed to identify the level of mathematical writing among female students majoring in child education at Al-Balqa Applied University in light of the variables of academic achievement, college, secondary school branch, and academic level.
Research methods. A scale was prepared in mathematical writing that was applied and corrected according to the approved achievement indicator, and the study sample consisted of 180 female students who were chosen randomly.
Results. The study results indicated that the level of writing was moderate with a mean of 2,52, and the standard deviation was 0,22, and to the existence of a positive correlation between it and academic achievement. It was noted that there were no differences in the mathematical writing test for the college variable with a mean of 2,53 and standard deviation of 0,49. There were differences for the secondary school branch variable in favor of the scientific with a mean of 3,07 and standard deviation of 0,38, and there are differences for the variable of academic level in favor of the fourth year with a mean of 2,69 and standard deviation of 0,50. There are differences for the variable of academic achievement in favor of those with excellent achievement with a mean of 2,96 and standard deviation of 0,43.
In conclusion. The study recommends training child education students and mathematics teachers to acquire writing skills. As the results showed statistically significant differences in the mathematical averages of mathematical writing among students of "child education" due to the variable of the academic level and in favor of the academic level for the fourth year. And it is possible to attribute this result to the fact that students at the fourth-year level are most of their courses compulsory and specialized, which requires them to register mathematical and scientific courses, as for students at the second and third-year level, most of their courses are optional, and they may not have studied enough sports courses to help them develop their writing skills. The results also showed statistically significant differences in the mathematical averages of the level of mathematical writing among students of "child education" due to the variable of academic achievement and in favor of those with excellent achievement. It is possible to attribute this result to the characteristics of distinguished students and their ability to solve mathematical problems and clarify the procedures for its steps. And their interest in overcoming difficulties and facing challenges, and avoiding making mistakes, and their ability to express themselves well, leads to their help in developing their mathematical writing skills compared to their peers with poor achievement.
Keywords: mathematical communication, Jordanian University students, educational sciences
For Reference:
Al-Fayez, M. Q. (2023). The level of mathematical writing among child education students. Perspektivy nauki i obrazovania - Perspectives of Science and Education, 61 (1), 291-305. doi: 10.32744/pse.2023.1.17
_Introduction
he modern view of mathematics curricula called for updating the mathematical curriculum with all its components, including teaching methods. And evaluation methods and educational materials fit this update with the importance of mathematics in student education and self-confidence when using a sound mathematical language to communicate with others because mathematics is a universal language. Thus, they will be able to think mathematically, creatively, and critically, face problems, and solve them in a way that enables them to engage in life and face developments) Abu Zaina & Ababneh [1]).
Mathematical communication within the classroom takes many forms, either verbal or written, and it may be formal or informal, and the communication may be between a student and another student or between a student and a teacher. Therefore, it may be categorized into listening, reading, speaking, writing, and acting. Mathematical communication is a process that leads to exchanging ideas, organizing and appropriately expressing them, and then transferring them to others inaccurate mathematical language. It is one of the components of mathematical ability that helps students use clear language when facing any situation. Mathematical writing is one of the dimensions of mathematical communication that the international American mathematics standards have pointed out to its importance. The National Council of Teachers of Mathematics [2] standards focus on students' ability to write and arrange their ideas using clear, accurate mathematical language.
Teaching and learning mathematics should include correct mathematical writing so that students express their answers in an orderly and proper manner, and it enables students to express their ideas in writing without restrictions. This contributes to increasing student confidence and giving value to mathematics, which the National Council of Mathematics Teachers in the United States of America NCTM [2] sought.
Despite the recent great interest in mathematical communication from teachers and curriculum planners, the dimension of mathematical writing has not received sufficient attention. Some studies have indicated that the mathematics curriculum is almost devoid of content questions that help students to write and that there is a weakness among students in the skill of mathematical writing Lim & David [3].
The importance of the study
In light of international attempts to advance the curriculum in general and mathematics in particular, the researcher hopes from this research:
• To reveal the level of mathematical writing among students of the "Child Education" specialty, as this specialization is one of the specializations aimed at preparing teachers and programs to develop their writing skills, as they will have a role in developing writing for their students in the future.
• This study can draw the attention of those responsible for teaching mathematics and scientific concepts courses, educational statistics, research methods, statistical methods, measurement, and evaluation in Jordanian universities to develop mathematical writing skills among students by employing appropriate strategies.
• It may also draw the attention of those in charge of preparing study plans for the specialization of "Child Education" in the undergraduate program to the importance of developing sports communication skills in general and sports writing in particular.
Based on the preceding, the current study aimed to investigate the level of mathematical writing for students "specializing in child education" at Al-Balqa Applied University in light of the variables of academic achievement, college, high school branch, and academic level, and thus tried to answer the following questions:
1. What is the level of mathematical writing for "child-rearing" students at Al-Balqa Applied University?
2. Is there a relationship between mathematical writing and academic achievement for "child-rearing" students at Al-Balqa Applied University?
3. Does the level of mathematical writing for "child-rearing" students at Al-Balqa Applied University differ according to the college, secondary school branch, academic level, and academic achievement?
_Theoretical background
1. Mathematical Communication
In a study conducted by Lim & David [3], which aimed to know written communication skills in developing the understanding of tenth-grade students in applied mathematics subjects in North Carolina in America, the following tools were used: The daily papers, the progress of students' lives, freewriting, official writing appointments, and performance bags. The study sample consisted of 15 students who studied applied mathematics in the ninth grade. The results indicated that the students' understanding has improved through practicing many activities and skills. In addition, various biblical writings increased their awareness and improved their attitudes toward mathematics.
Al-Issa, Al-Shanaq, & Canaan [4] study aimed to reveal the nature of the relationship between creative thinking in mathematics and mathematical modeling among university students, its sample consisted of 120 students from mathematics and engineering students at Yarmouk and Science and Technology Universities in Jordan during the summer semester of the academic year 2018/2019. Its tools were the Creative Thinking Tests in Mathematics and Mathematical Modeling. Its results showed that about three quarters of the students 66,76% did not exceed level 1 of creative thinking in mathematics, and that their level of mathematical modeling was average. The results showed that there were no statistically significant differences in the creative thinking in mathematics among students due to the variables of gender and specialization, and there were differences in mathematical modeling due to the variable of specialization in favor of the students of the College of Engineering. Its results indicated that there is a strong, positive, statistically significant correlation between creative thinking in mathematics and mathematical modeling. In light of these results, the study recommended that students should be given an opportunity to practice creative thinking and mathematical modeling by enriching school curricula and university courses with activities and tasks rich in life situations that require mathematical modeling.
Abdelkader's study [5] aimed to reveal the difficulties of solving the verbal problem in mathematics among secondary school students in the governorates of Gaza. The researcher followed the descriptive approach to achieve the objectives of the study, where he prepared the study tool, the questionnaire, which was divided into five axes: the difficulties of understanding the verbal problem, the difficulties of planning to solve the verbal problem, the difficulties of translating the verbal problem, the difficulties of trial solving the verbal problem, the difficulties of implementing the solution of the verbal problem. A number of
paragraphs emerged from each axis, each of which represents a difficulty facing the learner in solving the verbal problem, so that the number of paragraphs in the questionnaire became 30 paragraphs. The study tool was applied to a sample of (98 male and female secondary school mathematics teachers) teachers in the central region of Gaza, and the results of the study concluded that there are difficulties in solving the verbal problem that included the five axes of the questionnaire, the most important of which is the difficulty of trying to solve the verbal problem and the difficulty of its implementation. The study needs to continuously diagnose the difficulties of solving the verbal problem and pay attention to linking verbal mathematical problems in the textbook to the reality of the students' lives. It also recommended teachers to adopt teaching methods and strategies that contribute to avoiding the difficulties of solving the verbal mathematical problem.
The study of Yuanita et al. [6] aimed to investigate the effect of real mathematics on the mathematical beliefs and problem-solving skills of secondary school students. The sample consisted of 426 high school students, who were divided into two groups: an experimental group that studies using the realistic mathematics strategy, and a control group that studies using the traditional method. The results showed the effectiveness of real mathematics in increasing students' ability to solve arithmetic problems and improving students' mathematical beliefs.
The study of Zakaria & Syamaun [7] aimed to determine the impact of the realistic mathematics education approach on mathematics achievement and students' attitudes towards mathematics. This study also sought to determine the relationship between student achievement and the trend towards mathematics. The study used a quasi-experimental design. The sample consisted of 61 high school students. The students were divided into two groups, an experimental group that taught using the realistic mathematics strategy and a control group that taught using the traditional method. The result showed a statistically significant difference between the real mathematics curriculum and the traditional curriculum in terms of achievement in favor of the experimental group. The study showed that there is no statistically significant difference between the realistic mathematics strategy and the traditional approach in terms of the attitude towards mathematics.
The study of Sharp and Shih Dennis [8] aimed to use the multiple probe design on the participants to examine the effect of using the drawing model strategy in solving word problems in comparing and arranging fractions among three fourth-grade students with learning difficulties. The study was conducted in an elementary school in the Mid-Atlantic States of the United States, the form included clear instructions for using bar graphs in solving fraction problems. The students received four training lessons and six intervention lessons over different weeks. The results indicated the effectiveness of using the drawing model in improving solving word problems related to fractions for students with learning difficulties, and this effect was maintained after two and four weeks of the intervention.
Moren, Watson, Hester & Raver [9] conducted a study, the aim of which was to examine the effects of the problem-solving strategy, the drawing model, on the mathematical problemsolving skills of six third-grade students with learning difficulties. In this study, replicated design baseline-multiple groups across (replicated design baseline-multiple groups across) was used to assess students' performance on solving problems in mathematics. Then the students' achievement was measured when using the correct cognitive strategies and the overall accuracy for solving word problems in mathematics. The results showed that using the model bar chart is an effective strategy for elementary students in solving word problems in mathematics as well as using cognitive strategies to solve problems, and the students showed the ability to retain the accurate use of the strategy after at least one week.
Dennis et al. [10] study aimed at teaching three secondary school students with learning difficulties to use the drawing model to solve mathematical problems in fractions and percentages, in this study, a single-subject design AB was used with repetition. The students received training three days a week at a rate of 20 minutes per day for a period of 23 weeks divided into two phases: 16 weeks to solve word problems on fractions, 7 weeks to solve word problems on the percentage. The results showed that the drawing model is a good approach in the process of solving problems on adding and subtracting fractions and percentages, as the results showed that high school students can learn the drawing model and apply it in the process of solving problems on fractions and percentages. The students were also able to retain the skill of using the drawing model strategy in solving fraction or percentage problems with high accuracy two weeks after the end of the intervention phase.
Al-Darihi [11] conducted a study to identify the level of mathematical communication for eighth-grade students and its relationship to achievement. The researcher prepared two tests, one for sports communication and the other for achievement. The study sample was 664 students in the eighth grade in the city of Sanaa. The results indicated the poor level of students in the mathematical communication test and the existence of a direct relationship between the performance of students on the mathematical communication test and their mathematical achievement.
As well as a study conducted by Mataria [12] aimed to identify the impact of the learning strategy based on the project method in solving problems and mathematical writing among middle school students in Saudi Arabia. The study sample reached 88 students in the ninth grade in Dhahran Private Schools, and the results concluded that there is a fundamental difference in the ability to solve problems and the skill of mathematical writing among students due to the teaching strategy in favor of the learning strategy based on the project method.
In a study conducted by Al-Fayez [13] to investigate the effectiveness of the project-based learning strategy in achievement and mathematical writing for university students in Jordan, the study sample consisted of 59 students at Princess Alia University College. Two classes were selected: one experimental group that studied the course topics using the project-based learning strategy, and the other a control group that studied the same subjects using the regular teaching method. Two tools for the study were prepared: the achievement test and the mathematical writing test. The study concluded that there is a statistically significant difference in achievement and mathematical writing in favor of the experimental group.
In a study by Al-Qurashi [14], it aimed to identify mathematical communication skills for mathematics teachers in the upper grades of the primary stage in Taif, the sample individuals reached 24 teachers, and a notecard consisting of 36 skills of mathematical communication skills was designed. The results showed that mathematics teachers' ability to achieve all mathematical communication skills was rated "poor".
In a study by Khalil [15] aimed to identify the level of written mathematical communication for sixth graders and its relationship to academic achievement in Saudi Arabia, the researcher used the descriptive approach. The sample population reached 90 students, the researcher prepared a test to measure the mathematical communication skill in writing, and the results resulted in a high level of skill for writing and representing symbols. However, an intermediate level for the skills of interpretation and description of graphic representations, as for the rest of the writing skills, was at a low level of
performance. The results also showed no correlation between sports communication in writing and student achievement.
In a study conducted by Al-Aswad [16], aimed at identifying the availability of mathematical communication skills in the content of the math book for the sixth grade in the state of Syria, the study sample was represented by the content of the math book for the sixth grade, the researcher prepared a tool for content analysis, and the results revealed that the book took into account excellent mathematical communication skills, but the interest in writing skill came low.
Through reviewing previous studies, the researcher found that some of them focused on knowing the level of mathematical communication for school students, as in the study of Khalil [15]. Some of them focused on knowing the availability of mathematical communication skills in mathematics books as in the study of Al-Aswad [16]. Some focused on knowing the level of communication in mathematics for mathematics teachers as in a study [14], some of them focused on developing written skills in mathematics for school students through various strategies, as in the study [12] and [13]. The researcher did not find - within the limits of her knowledge - a previous study that focused on university students in the field of child education, and they are future teachers for the first three grades who are responsible for teaching lower basic stage students and establishing mathematical concepts and skills for them. So, this study came to identify the level of mathematical writing for students specializing in child education at Al-Balqa Applied University and its relationship to academic achievement.
Although mathematical communication is extremely important in the field of mathematics education, many students still suffer from poor communication skills, and this was confirmed by the results of many previous studies such as Hamada [17], Afifi [18], and Ward [19]. The Al-Maliki study [20] also resulted in an average level of students' written communication skills in mathematics, while the Al-Awfi study [16] showed that students were unable to write mathematical skills. Based on her experience in school and university work, the researcher noted a general weakness in the ability of students to write mathematical. The problem of mathematical writing in basic, secondary, and university education stages is one of the most critical problems that have a severe effect in the future of students 'inability to express and write, and this is inconsistent with the standards NCTM [2] that focus on the need for students to acquire the skills of mathematical writing.
Research Method
1. Study Approach
The researcher used the descriptive approach to check the level of mathematical writing among Child education students at Al-Balqa Applied University in the light of academic achievement variables, college, high school branch, and academic level.
2. Participants
"Child-raising" students at Al-Balqa Applied University who registered for the first semester of 2018/2019 at the bachelor's level comprised the study sample, they studied the research curriculum course and its statistical methods at Princess Alia University College and the Salt College of Humanities, and they numbered 180 students. They were randomly chosen, and they constituted 27% of the study population. Table 1 shows the distribution of the study sample according to the study variables.
Table 1
Distribution of the study sample according to the study variables
Variable Levels Number
College Princess Alia University College 150
Salt College of Humanities 30
High school branch Scientific 27
Literary 80
Information Management 73
Academic level Second Year 20
Third-year 69
Fourth-year 91
Academic achievement Excellent 45
Very good 61
Good 46
Weak 28
3. Research tools
3.1 Mathematical Writing Test
The researcher prepared a test to measure the level of female students in the field of child education for mathematical writing skills according to the following steps:
First: a review of educational literature and previous studies that dealt with writing in mathematics. And to reach the foundations adopted in preparing the mathematical writing test, namely:
• Explanation with words.
• Description of graphic representations.
• Interpretation of achieving the result.
• Writing, acting, and expressing symbols in words.
• Create a question.
• Detect and correct the error.
Second: The foundations adopted in writing the test were presented to those specializing in the mathematics, measurement, and evaluation curricula to show their suitability for preparing the test. And the appropriate adjustments were made in light of the opinions of experienced professionals.
Third: The researcher reviewed the description of the research methodology course and its statistical methods according to the specialization plan (child education) approved for Al-Balqa Applied University for the year 2018/2019.
Fourth: The written test questions have been prepared for the research methodology course and its mathematical methods, based on the approved principles for preparing the mathematical writing test.
Fifth: The test was presented in its primary form, with 11 paragraphs, for those with specialization and experience in the field of curricula and methods of teaching mathematics. And their notes were taken, so one of the test items was deleted because they are not suitable for the approved principles, and thus the number of test items in its final form has become 10 paragraphs.
Sixth: The test items were distributed according to the basis adopted as follows: (Explanation in words: Paragraph 1, 2, 8), (Description of the graphic representations: Paragraph 3), (Interpretation of reaching the result: Paragraph 4, 9), (Writing, representing, and expressing symbols in words: Paragraph 5, 6), (Creating a Question: Paragraph 10), (Detecting and Correcting Error: Paragraph 7).
Seventh: The test items were corrected based on the achievement index criteria designed to guide students in their writing.
3.1.1 Test Validity
Virtual validity was used by presenting it to a group of specialists in the mathematics, measurement, and evaluation curricula. And this is to ensure the validity of the test items and their relevance to the approved principles for preparing the mathematical writing test, linguistic and mathematical integrity of the vocabulary. Therefore, and taking their suggestions and amendments, one paragraph of the test items was deleted, and the other paragraphs were retained so that the final test became composed of 10 paragraphs.
3.1.2 Test Reliability
The test was applied initially to a survey sample consisting of 30 female students in the child-raising field at Princess Alia University College. The researcher corrected the test according to the criteria of the approved achievement indicator and then calculated the total value of stability using the Alpha Cronbach equation and reached 0,80. This value was considered evidence of the stability of the test.
3.2 Difficulty and Discrimination Transactions
Difficulty coefficients ranged between (0,40 - 0,77), while discrimination factors ranged between (0,25 - 0,68).
3.3 Achievement Indicator
It includes two dimensions:
• Criteria: It is the element that will be evaluated, and it is in this study the six criteria for the achievement index in writing.
• The level of verification of the criterion: It is the degree of verification of the criterion, and in this study, it was adopted on the following numerical levels: (1, 2, 3, 4). Based on these numerical levels, the following statistic was adopted: The score between (1 - less than 2) indicates a low level, the score between (2 - less than 3) indicates an intermediate level, the score between (3 - 4) indicates a high level of mathematical writing.
In this study, the researcher relied on the achievement indicator that he prepared (Matareya, 2009), where the achievement indicator aimed to measure the skill of students in mathematical writing according to the six criteria of the achievement indicator: (health of content, organization, vocabulary selection, fluency of sentences, special character, and writing mechanisms).
To verify the validity indications of the achievement indicator scale, the researcher presented the achievement indicator scale to several arbitrators specialized in the fields of measurement, curricula, and the Arabic language. To consider the suitability of the scale to measure students 'skill in mathematical writing and to judge the integrity of paragraphs. Minor adjustments were made to some items in light of the arbitrators' opinions.
The researcher has verified the stability indications of the achievement indicator scale by applying the mathematical writing test to an exploratory sample consisting of 30 female students from the child education major at Princess Alia University College.
The researcher corrected the test according to the approved achievement indicator, and then the total stability value of the test was calculated using the Alpha Cronbach equation, and its value was 0,80. Then, the stability coefficient was calculated for each of the writing criteria as follows: the content validity criterion 0,76, Organizational Standard 0,76, Special Character Standard 0,82, Mathematical Vocabulary Standard 0,80, Phrase Fluency Standard 0,77, Standard Mechanism for Writing 0,81. These values are an indication of the stability of the achievement indicator scale.
4. Statistical Methods
The researcher analyzed the data using the SPSS program to perform the statistical analysis. First, the arithmetic means and the standard deviations of the responses of the sampled individuals were calculated on each of the test items. In addition, the mono-analysis was used, Scheffe test, and the t-test.
Research Results
To answer the first question that states, "What is the level of mathematical writing for" child education "students at Al-Balqa Applied University? Mathematical averages and standard deviations were used for each achievement indicator criterion, and the total level of mathematical writing for the sample members was calculated. As a result, the results of Table (2) show the following:
Table 2
Mathematical averages and standard deviations according to the achievement
indicator scale
Standard (score according to the indicator of achievement) Arithmetic average Standard deviation
Validity of the content 2.86 1.06
Organization 2.57 1.01
Special character 2.44 0.83
Mathematical vocabulary 2.21 0.75
Fluency of sentences 2.64 0.97
The mechanics of writing 2.39 0.85
Total Mathematical Writing Test 2.52 0.22
It is clear from Table 2 that the mean for the level of mathematical writing was 2,52, and the standard deviation was 0,22. An intermediate level indicates the mean. The content validity criterion was the highest among the achievement indicator criteria, and its mean was 2,86, while the mathematical vocabulary criterion was the lowest among the achievement index criteria, the mean was 2,21.
And to answer the second question, which states: "Is there a relationship between mathematical writing and academic achievement for students" Child education "at Al-Balqa Applied University?
Pearson correlation coefficient was calculated between the level of mathematical writing and the academic achievement of the respondents. Table 3 shows that:
Table 3
Pearson correlation coefficient between mathematical writing and academic achievement
Relationship type Pearson correlation coefficient Significance level
Mathematical writing and academic achievement 0.63 0.000
It is clear from Table 3 that there is a positive correlation between mathematical writing and academic achievement for "child-rearing" students at Al-Balqa Applied University.
And to answer the third question that states, "Does the level of mathematical writing for child-rearing students at Al-Balqa Applied University differ according to the (college, high school branch, academic level, and academic achievement)?
Table 4
Arithmetic averages and standard deviations according to independent variables
Variable Levels Number Arithmetic average Moderate deviation
College Princess Alia University College 150 2.53 0.49
Salt College of Humanities 30 2.47 0.56
High school branch scientific 27 3.07 0.38
literary 80 2.53 0.39
Information Management 73 2.30 0.49
Academic level Second Year 20 2.13 0.49
Third-year 69 2.41 0.41
Fourth-year 91 2.69 0.50
Academic achievement Excellent 45 2.96 0.43
Very good 61 2.59 0.32
Good 46 2.30 0.48
Weak 28 2.01 0.31
The results in Table 4 show that there are apparent differences in mathematical averages in the level of mathematical writing among students of "child education" with different (college, high school branch, academic level, and academic achievement). And to reveal the significance of these differences statistically, T-test analysis was used and Table 5 to explain this:
Table 5
Results of the t-test analysis to know the effect of the college variable on the level of mathematical writing
T value Degrees of freedom Significance level
0.54 178 0.58
Table 5 shows that there are no statistically significant differences in the mathematical averages of the level of mathematical writing for "child education" students due to the college variable for the levels (Princess Alia University College, Salt College for Humanities), where the value of T = 0,54 and it is considered non-statistically significant at the level of significance 0,05.
A mono-variance analysis was used, as in Table 6.
Table 6
Mono-contrast analysis to see the effect of the secondary school branch variable
on mathematical writing
Source of contrast Sum of squares Degrees of freedom Average squares F Value Significance level
Between groups 11.848 2 5.924 30.791 0.000
Within groups 34.054 177 0.192
Total 45.902 179
It is noted from the results of Table 6 that there are statistically significant differences in the mathematical averages of the level of mathematical writing among students of "child education" due to the variable of secondary education (scientific, literary, and information management).
Where the value of F was 30,791, which is a statistically significant function at the significance level 0,05, and to find out the source of the differences, a Chevy test was used for dimensional comparisons, as in Table 7.
Table 7
Dimensional comparisons in a Chevy method to the effect of the secondary school branch
variable on the writing level
Arithmetic average Academic level Scientific literary Information Management
3.07 Scientific - 0.542* 0.775*
2.53 Literary -0.542* - 0.232*
2.30 Information Management -0.775* -0.232 Information Management
It is noted from the results in Table 7 that there are statistically significant differences in the mathematical averages of the level of mathematical writing for "child education" students due to the variable of the secondary school branch (scientific, literary, and information management) in favor of the scientific branch. One-Way analysis of variance was used to reveal the effect of the academic level variable (second, third, and fourth) on the level of mathematical writing, as in Table 8:
It is noted from Table 8 that there are differences in the arithmetic mean for the level of mathematical writing among students of "child education" due to the variable of the academic level (second, third, and fourth) where the value of P was 15,909, which is statistically significant at the level of significance 0,05.
A Chevy test was used for the dimensional comparisons to find the source of the differences. Table 9 shows the results of the Chevy test:
Table 8
Mono-variance analysis to find out the effect of the academic level variable
on the writing level
Source of contrast Sum of squares Degrees of freedom Average squares P-Value Significance level
Between groups 6.994 2 3.497 15.909 0.000
Within groups 38.908 177 0.220
Total 45.902 179
Table 9
Dimensional comparisons of the Chevy method for the effect of the academic level variable (second, third, and fourth) on the level of mathematical writing
Arithmetic average Academic level Second Year Third-year Fourth-year
2.13 Second Year - -0.261 -0.566*
2.41 Third-year 0.261 - -0.305*
2.69 Fourth-year 0.566* 0.305* -
It is noted from the results in Table 9 that there are statistically significant differences in the mathematical averages of the level of mathematical writing for "child education" students due to the variable of the academic level (second, third, and fourth) and in favor of the academic level for the fourth year.
To reveal the effect of the academic achievement variable (excellent, very good, good, and weak) at the level of mathematical writing, the analysis of mono-variance was used, as in Table 10:
Table 10
Results of mono-contrast analysis to know the effect of the academic achievement variable (excellent, very good, good, and weak) on the level of mathematical writing
Source of contrast Sum of squares Degrees of freedom Average squares P-Value Significance level
Between groups 18.297 3 6.099 38.887 0.000
Within groups 27.604 176 .157
Total 45.902 179
It is noted from the results in Table 10 that there are differences in the mathematical averages of the level of mathematical writing for "child education" students due to the academic achievement variable (excellent, very good, good, weak) where the value of F was 38,887, which is statistically significant at the level of significance 0,05.
To find the source of the differences, a Chevy test was used for the dimensional comparisons, as in Table 11:
It is noted from Table 11 that there are statistically significant differences in the mathematical averages of the level of mathematical writing among students of "child education" due to the variable of academic achievement and for the benefit of those with excellent achievement.
Table 11
Dimensional comparisons in a healing way to the effect of the academic achievement
variable on the writing level
Arithmetic average Academic achievement Excellent Very good Good Weak
2.96 Excellent - .372* .654* .947*
2.59 Very good -.372* - .282* .575*
2.30 Good -.654* -.282* - .292*
2.01 Weak -.947* -.575* -.292* -
Discussion
Discussion of the first question: The results related to the first question showed that the level of writing in mathematics for child-raising students came at the intermediate level and with an average of 2,52. All the writing standards came at the intermediate level. This can be explained by the fact that the skill of mathematical writing has not received sufficient attention among university teachers in the specialization of child education in mathematical and scientific courses, and the lack of focus of the teachers of these courses on the procedures for solving mathematical problems, and the failure to assign students to write and interpret these procedures, in addition to the difficulty that students face in the ability to express in general and mathematical expression in particular, and this is due to the lack of sufficient written assignments, and this result can also be attributed to the scarcity of scientific and mathematical courses in the child-rearing plan and its lack of the necessary written assignments that enable them to be able to communicate in written mathematical communication, and because this specialization is so important in their future profession as teachers of mathematics for lower basic grades, this requires the help of students to develop their skill in mathematical writing. This finding confirms the findings of a study [3] that indicates inadequate attention to the dimension of mathematical writing. This study also agrees with what was stated in the Al-Maliki Study [20] that the level of written mathematical communication skills among fifth-grade students came at the middle level.
Discussion of the results of the second question: The results related to the second question showed a positive relationship between the level of students in mathematical writing and their academic achievement. As the correlation coefficient value reached 63, and this result can be attributed to the fact that high achieving students are keen to be distinguished in their ability to express mathematical expressions, and they aspire to excel in everything. Most likely, students who can solve mathematical problems, write ideas, express them successfully have high marks and vice versa. In other words, those with lower achievement do not have much interest in mathematical writing. This study is consistent with al-Darihi's study [11] and differs from Khalil's [20].
Discussion of the results of the third question: The results have resulted in the absence of significant differences in the arithmetic mean for the level of mathematical writing attributed to the college variable for the levels:
(Princess Alia University College and Al-Salt College for Humanities) This result can be attributed to the fact that students in the Princess Alia University and Al-Salt Humanities colleges underwent the same child-rearing plan, the description of mathematical courses
was standardized for students of the two faculties, and this result can be attributed to the failure of teachers of these courses in the two faculties to focus on mathematical written assignments as they should.
The results related to the third question also showed statistically significant differences in the mathematical averages of the level of mathematical writing among students of "child education" due to the variable of secondary education (scientific, literary, and information management). And this is in favor of the scientific branch, and this result can be attributed to the ability of secondary school students to the scientific branch to solve the mathematical problem better than other branches, and this requires writing, arranging and organizing solution procedures and being able to express mathematical ideas in a better way. This result can also be attributed to what is distinguished by the scientific content of mathematics for students of the scientific branch in terms of delving deeper into solving problems, expressing them, and understanding and analyzing laws and theories.
_Acknowledgements
This research is supported by Al-Balqa Applied University for sabbatical leave
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Information about the author
Mona Qutaifan Al-Fayez
(Jordan, As-Salt) Associate Professor, Princess Alia University College Al-Balqa Applied University E-mail: Dr.mona.alfayez@bau.edu.jo
