Enhancing Mathematical Connection Skills Through Animation-Supported İnstruction: An Experimental Study

Abstract

Introduction – The present study aimed to investigate the impact of animation-supported instruction on the development of students' mathematical connection skills. To this end, a conceptual framework was established comprising two main dimensions—internal and external connections—and four sub-dimensions: connections among concepts, among representations, with life contexts, and across disciplines. Methods – A quasi-experimental design with pretest and posttest applications was employed, involving experimental and control groups. The data were collected using a measurement tool developed in accordance with the proposed framework. Results – The results indicated that animation-supported instruction had a significant positive effect on students' mathematical connection skills. The most substantial improvements were observed in the sub-dimensions of connections among concepts and among representations. Students demonstrated an enhanced ability to establish relationships between concepts across different learning domains, relate mathematical knowledge to real-life situations, and integrate mathematics within social and cultural contexts. Discussion – The findings suggest that animation-supported instruction serves as an effective pedagogical approach that strengthens students' mental representations, deepens conceptual understanding, and promotes the transfer and application of mathematical knowledge across various contexts.