English abstract
This study aimed at searching of availability of Mathematical Representation skills with grades 8 and 9 students in Basic Education, in light of the standards of National Council of Teachers of Mathematics (NCTM, 2000). It also aimed at uncovering the levels of students' performance in Mathematical Representation with the variation in Mathematical Representation skills(Organization, Translation, Modeling), grades(nineth, eighth) and the kind of representation that the mathematical problem needs (algebraic, geometric).
A Mathematical Representation skills test prepared by the researcher has been used. It consists of (20) items in relation to both Mathematical Representation and the type of representation, and it has been revised by a group of specialists to approve its validity. Its validity has been approved by applying it a validity sample, and calculating the value of validity coefficient for internal consistency purposes using "Cronbach's Alpha" method. The coefficient was calculated for each Mathematical Representation skill that was involved in the test, and the values were(0.72) for the organization skill, (0.84) for the translation skill, (0.73) for the modeling skill and (0.91) for the test as a whole.
The studied sample consisted of 980 male and female students, 494 of which were males and 486 were females. These students come from 8 schools four of which were schools for males and the other four were schools for females. All of these schools belong to General Directorate of Education in Al-Dakhelia region.
The results of the statistical analyses showed the following: - There is a drop in eighth and ninth basic grades students levels in the
Mathematical Representation skills. There are statistical differences between the average of the performance of the students in grades 8 & 9 in the Mathematical Representation skills Organization, Translation, Modeling). Grade 9 students achieved the best scores across all skills. There are statistical differences between the students' competence of the Mathematical Representation skills test in both grades. Grade 9 students also grade the highest marks. There are statistical differences between grades 8 and 9 students' competence of algebraic and geometric representations in light of Mathematical Representation skills involved in the problem. The students performed in the latter better then in the former. The study concluded with several recommendations in light of the results such as taking care of Mathematical Representation skills in teaching mathematics and benefiting from the list of the skills presented in the study.
