Investigation of the mathematical connection’s ability of 9th grade students

Abstract

This study aims to investigate students' mathematical connection ability in solving the problem of mathematical and correlation between indicators of mathematical connection ability. This research is correlation research. The sample of the study is 35 girls’ students in the 9th grade in a middle school in Kerman province (south-east of Iran). Data collection is done by giving a test on mathematical connection skills. The variables in this study are indicators of mathematical connection ability, namely the connection between mathematical concepts, connections between mathematics and other sciences, and connections between mathematics and everyday life. Spearman's correlation coefficient was used to analyze the data after calculating the score and percentage of test answers. The findings showed that qualification of students in the indicator of the connection between mathematical concepts was good enough (69%), in the indicator of the connection between mathematics and other sciences was also good enough (66%), and the indicator of the connection between mathematics and everyday life was not enough (42%). Also, the results of Spearman's correlation coefficient showed that there is a significant relationship between both indicators of mathematical connection ability. Therefore, the connection between mathematics and everyday life of Students must be improved.

Mathematical Connections of Students Viewed From Adversity Quotient in Problem-Based Learning Using Math City Map

“…A student has mathematical connection ability if he or she can recognize and use connections among mathematical ideas, understand how mathematical ideas are interconnected, build on each other to produce a coherent whole, identify and apply mathematics in contexts outside mathematics. Although math connection skills are essential to learning maths, students still face barriers to mastering them (Rafiepour & Faramarzpour, 2023). This is according to research Rahmawati et al, (2019) and (Siregar & Surya, 2017) shows that the math connection ability of high school students is categorized as very low.…”