Examining the Relationship between Teaching with Multiple Representations and Students' Mathematical Ability in Primary School 2nd Grade Mathematics Class

Abstract

In the present study, it was examined whether there was a significant relationship between teaching with multiple representations and students' mathematical ability in the second grade primary school mathematics course. The pre-test and post-test quasi-experimental design, which is one of the quantitative research methods, was preferred in the study. The study group consisted of 23 second-grade students. The study was conducted with the 24 learning outcomes that were envisaged by the sub-learning areas of the subject Natural Numbers and Four Operations in Natural Numbers. The implementation period of the study lasted for 22 weeks and 110 lesson hours. The data of the study were collected with the Readiness Test, the Revised Early Numeracy Test and the Final Achievement Test and were analyzed with the Pearson Correlation Analysis. As a result of the study, it was concluded that there was a positive, moderate and significant relationship between the Revised Early Numeracy Test applied to the Study Group students and the Readiness Test success scores. It was also concluded that there was a positive and highly significant relationship between the Revised Early Numeracy Test that was applied to the students in the study group and the final achievement test scores.