An inquiry into the relationship between the probability language skills and achievement
DOI:
https://doi.org/10.56279/ped.v43.special.i3.8Keywords:
mathematical language, mathematics symbols, mathematical syntax, mathematics vocabulary, probabilityAbstract
The cognitive processes underlying mathematical thinking are intrinsically tied to language, underscoring the interdependence of linguistic capabilities and mathematical proficiency. This study employed a correlational research design to examine the probability language skills of secondary school students and to explore how these skills correlate with their probability achievement. A sample of N = 49 students participated in probability language assessments alongside classroom probability achievement tests. Results revealed that while students demonstrated strong probability-related linguistic abilities, their comprehension and interpretation of probability concepts were notably low. Furthermore, a significant positive correlation [r (49) = 0.532, p < .01] was observed between students' probability language skills and their performance in the achievement tests. These findings underscore the potential role of mathematical language in the cognitive assimilation of mathematical concepts.
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