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.
Kuzu et al. (Fri,) studied this question.