<![CDATA[Purpose: This study examined whether the Getting-Offer Learning Design could improve university students’ mathematical communication skills in calculus learning through structured peer interaction and collaborative explanation activities.Method: A nonequivalent pretest-posttest control group design was conducted involving 60 first-year calculus students at a state university in Makassar, Indonesia. The intervention was implemented over five meetings. Mathematical communication skills were assessed using a validated 3-item open-ended test scored with an analytic rubric. Data were analyzed using descriptive statistics, Shapiro–Wilk and Levene’s tests, independent-samples -tests, normalized gain ( -gain), and Cohen’s effect size analysis.Findings: The experimental group achieved a higher posttest mean score than the control group . The difference was statistically significant, , with a large effect size (Cohen’s ). The experimental group also obtained a higher normalized gain than the control group Descriptive item-level analysis further indicated higher communication indicator scores in the experimental group across calculus tasks.Significance: The findings suggest that structured collaborative interaction involving explanation, peer response, and idea refinement may support the development of mathematical communication skills in university calculus learning.]]>
Copyrights © 2026
