Özet:

This study was aimed at examining the mathematical language skills of 7th grade students in the process of transforming the real life situation into a mathematical expression in a story designed in the field of algebra. The mathematical language skills of the students were examined in the theoretical framework of the multiple representation transition model developed by Lesh (1981).  The study was conducted with 80 secondary school students studying in 7th grade in a western part of Turkey in the 2015-2016 academic year. In addition, clinical interviews were made with three students who were selected among these students and whose achievement levels were low, medium and high. In the research process, a story belonging to the field of algebra learning was designed by the researchers and 8 questions were directed to the students in this story. As a result of the research, it has been seen that students had difficulty with explaining the situation given in the story mathematically, and tended to express verbally. Using clinical interviews, it was observed that the student with high level of math achievement used correct verbal, written, and symbolic language. In addition, it was observed that the student with low mathematics achievement had difficulty in explaining the real life situations and creating symbolic expressions.

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