The level of mathematical writing among child education students

Abstract

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.