In the current study, effects of teaching equality and equation with scenarios on students’ mathematical achievement and mathematical motivation were analyzed. In addition, students’ views on using scenarios for teaching equality and equation were included. A pre-posttest quasi-experimental design with Control Group (CG) was employed as the design of the research. The study group of the current research consisted of sixty 7th graders studying at a secondary school located in a province of the Western Black Sea Region in Turkey. Mann Whitney U test and Wilcoxon signed rank test–nonparametric tests were employed for data analysis. When findings of the research were analyzed, it was found that there was a significant difference in mathematics achievement of the students in the Experimental Group (EG) on whom the scenario-based instructional approach was conducted compared to the students in the CG. It was found in this study that scenario-based instructional approach did not have a significant effect on mathematical motivations of the EG and CG students. In addition, correlation analysis conducted between Mathematics Achievement Test (MAT) and Mathematical Motivation Scale (MMS) scores showed that there were not any significant differences between the scores received from both tests by the EG and CG students.
Key words: Mathematical achievement, mathematical motivation, teaching with scenarios, equality, equation, secondary school students.
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