Level of Mathematical Communication Skills of SHS-STEM a contributing factor to

their Mathematical Creativity

Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

Mathematical communication is the term used to describe communication in

mathematics. The formation of mathematical communication to motivate pupils to be

able to articulate and communicate their ideas regarding mathematics. The ability to

communicate mathematically has a wide range of applications, including day-to-day

life (Yaniawati et al., 2019. Understanding mathematical concepts and methods, being

able to describe these notions, being able to comprehend some mathematical issues, and

applying them in regular life. Also the researchers indicate that mathematical

communication skills can be influenced by students' understanding of concepts,

principles and strategies of resolution. The higher the students' mathematical

communication skills, the higher the understanding required of students. As well as

problem solving.

The researchers observe that mathematical communication can be a problem to

the students’ thinking process difficulties in solving mathematical communication

problems in terms of how they understand the concepts, principles, learning styles,

facts and procedures.

Probably the most important life skill is the capacity for good communication. It

is what enables us to interact with people and understand what they are saying to us.
However, the specific language of mathematics, which is used to express and explain

mathematical concepts, includes words, tables, graphs, and symbols. As with any other

language, students acquire mathematical communication skills through talking,

listening, reading, and writing.

In the whole cycle of advanced mathematical reasoning, creativity is important.

When potential of kind are put forth as a result of the individual's experience with the

mathematical setting, it helps in the early phases of the creation of a mathematical

theory.

The researchers observe that mathematical creativity is the capacity to see a

given problem from several angles, spot patterns, contrasts, and parallels, come up with

numerous solutions, and select the appropriate approach to handle challenging

mathematical circumstances (cited in Idris & Nor, 2010)

Important factor that affects mathematical creativity is a difficult task because it

is difficult to describe its structure and traits. The term "mathematical creativity" has no

established definition. Many times, people assume that professional mathematicians are

the only ones capable of mathematical originality (Sriraman, 2005).

This study aims to understand the learners' level of mathematical

communication skills as a determinant of their mathematical creativity. In light of this,

the aim of this study is to raise the students' proficiency in mathematical

communication in order to foster their mathematical creativity.

Hence, this study will be conducted at Saint Michael’s College- Senior High

School Department, Iligan City, from the year 2022-2023.

Theoretical Framework

Shannon and Weaver Model of Communication. Claude Shannon and Warren

Weaver developed the Shannon-Weaver model in 1948. It is a linear, or one-way,

communication model. We must first define the main ideas of the model before delving

into what it truly is. This particular paradigm has been created to enhance effective

communication between sender and recipient. Additionally, they discover "Noise"-

causing elements that influence the communication process. The concept was initially

created to enhance technical communication. Later, it's widely used in the

communication industry.

Sender: The originator of message or the information source selects desire

message.

Encoder: The transmitter which converts the message into signals

Decoder: The reception place of the signal which converts signals into message.

A reverse process of encode

Receiver: The destination of the message from sender

Noise: Channel is used to transmit the messages from the encoder to the

decoder. Physical noise like horn noises, thunder, and crowd noise can confuse

or alter the messages during this process, and encoded signals might block the

channel during transmission and prevent the receiver from receiving the

intended message.
Conceptual Framework

This illustrates the connection of variables in the research study, which provide

the connection of the following:

In the boxes below, the first box is the mathematical communication skills of the

participants that they could use in understanding the problem, students should use a

variety of forms of communication in a variety of settings to generate and share ideas.

The second box is the mathematical creativity skills of the participants that they

use to identify given problems in different angles and their approach.

Furthermore, the final of the study is how the researchers will identify the

contribution of level of mathematical communication to the mathematical creativity of

the participants.
Mathematical Mathematical

Communication: Creativity:

 Explaining the picture  Fluency

or diagram into
mathematical ideas  Flexibility
 Draw or explain
mathematical ideas in  Originality
writing
 Mathematical  Elaboration
expressions or express
the situation into the
language or
mathematical symbols.

Figure 1.0 Research Paradigm of the Study

Statement of the Problem
Scope and Delimitation of the Study

This study focused mainly on the Level of Mathematical Communication of SHS-

STEM students as a contributing factor to their Mathematical Creativity. The

respondents of this study are in Saint Michael’s College- Basic Education Senior High

School Grade 11 students that is estimated at 150 respondents.

Significance of the Study

This study aims to know the Level of Mathematical Communication Skills of

SHS-STEM students as a contributing factor to their Mathematical Creativity. This

research benefits the following:

School Administrator: This will help them to know if the Level of

Communication in SHS-STEM students are enough as a contributing factor to their

Mathematical Creativity.

Senior High School Students: This will help them to know their capability of

Communication skills to apply as a contributing factor to their Mathematical Creativity.

Department of Education: This will help them to know what they would do in

their teaching to improve the Level of Communication Skills of SHS-STEM students to

their Mathematical Creativity.

Future Researcher: This study can be used as basis in their related studies.
Definition of Terms

To further understand the study, the following terms are used in this study.

Mathematical Communication. Mathematical communication is the term used to

describe communication in mathematics. The formation of mathematical

communication to motivate pupils to be able to articulate and communicate their ideas

regarding mathematics.

Mathematical Creativity. An ability to analyze a given problem from different

perspective, see patterns, differences and similarities, generate multiple ideas and

choose a proper method to deal with unfamiliar mathematical situations.

Fluency. The ability to solve problems by giving various answers.

Flexibility. The ability to solve problems not only in one way but can provide other

ways

Originality.

Elaboration. Students' refinement, generalization and integrating abilities applied to

developing a new level of more abstract or formal understanding.