Abstract:

In this study, the relationship between mathematics and language was examined. In the study carried out to ground the relationship between mathematics and language, which is theoretically claimed in the philosophical literature, the exam scores of the students at school were investigated. The scores used in the research were obtained randomly from seven secondary schools in three education regions in the province where the research was conducted. For this purpose, the averages of the mathematics, Turkish and English written exam scores of 1683 students who were educated in selected secondary schools were examined. The level of correlation between these averages was checked. In the study, the Pearson correlation coefficient was calculated for both mathematics-Turkish and mathematics-English relations. Then, the ratio of the scores of the mathematics course to the scores of the Turkish and English courses was examined. In addition, how the researched relationships differed in the fifth, sixth, seventh and eighth grades was examined. As a result of the analysis, a positive and high-level relationship was found between mathematics and Turkish lessons in the fifth, sixth and seventh grades, and a very high-level relationship in the eighth grade. Mathematics course was found to be a good predictor of Turkish scores. It has been observed that there is a high positive correlation between mathematics and English lessons at all grade levels. In addition, it was seen that mathematics course was a good predictor of English scores. It can be said that the results obtained can form an important basis for grounding the relationship between mathematics and language. In order to strengthen this ground, it is necessary to carry out similar studies with larger samples at all levels of education. Keywords: Mathematics – language relationship, mathematics, Turkish, English, exam scores.

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