Data on students' mathematical communication skills: A quasi-experiment

The data were collected by observing students in class, administering a pre-test, and following up with a post-test. Before learning about ellipses, the students in two different classes were given a pre-test consisting of six circle questions, which they had been instructed to review in preparation for the next topic. A description with six elliptic equation-related items served as the post-test instrument in this study. The questions on items 4 and 5 related to actual carpentry and architectural design issues were particularly difficult. When working through these mathematical challenges, it was reasonable to anticipate that students would require adequate mathematical communication skills本研究的数据通过课堂观察学生表现、实施前测（pre-test）与后测（post-test）追踪收集而来。在开展椭圆（ellipse）相关知识的教学前，研究人员为两个不同班级的学生布置了包含六道圆形几何题的前测，并要求学生复习该内容以准备后续的新授课主题。本研究的后测工具为包含六道与椭圆方程（elliptic equation）相关题目的测试卷，其中第4、5题涉及实际木工与建筑设计场景，难度尤为突出。在解决这类数学难题时，学生需具备充足的数学沟通能力，这一预期合乎情理。