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、施测前测（pre-test）以及跟进施测后测（post-test）的方式采集得到。在学习椭圆相关知识前，两个不同班级的学生完成了一套包含6道圆形几何试题的前测，教师已指导他们复习该部分内容以准备后续的主题学习。本研究的后测工具为一套包含6道与椭圆方程（elliptic equation）相关试题的测试卷。其中第4题与第5题涉及实际木工与建筑设计类问题，难度尤为突出。在解决这些数学难题的过程中，我们有充分理由预期学生需要具备扎实的数学沟通能力。