Learning mathematics equips students with the necessary competencies, and
mathematical communication abilities allow them to discuss and exchange
mathematical ideas with others. Correspondingly, research is needed into
ways to help students develop these skills. These data were collected
from 87 students in grade 10 at An Nhon Tay High School in the Cu Chi
neighborhood of Ho Chi Minh City, Vietnam. These students took part in
a quasi-experimental study whose goal was to determine how a four-step
learning model that included activities using the ACODESA method and
mind maps affected the student’s ability to communicate mathematically. In
the experimental group, students were taught using the learning mentioned
above model, while those in the control group received traditional instruction.
To determine the efficacy of this teaching strategy, a quasi-experiment that
included a pre-test, a treatment, and a post-test was designed and carried
out. The student’s development in mathematical and linguistic activities was
evaluated using both quantitative and qualitative analyses of the data that was
gathered. Data gathered may shed light on how effective the learning model is
in helping high school students enhance their mathematical communication
skills. Also, the pre-test and post-test items from the supplementary data files
can be a starting point for creating new learning tasks to evaluate students’
mathematical communication abilities.