Development of symbolic mathematics language literacy perception scale for junior high school students and analysis of literacy perceptions based on certain variables*

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dc.contributor.authorÇelik, Halil Coşkun
dc.date.accessioned2024-12-24T19:10:21Z
dc.date.available2024-12-24T19:10:21Z
dc.date.issued2020
dc.departmentSiirt Üniversitesi
dc.description.abstractThe present study aimed to develop a valid and reliable instrument to determine the symbolic mathematics language literacy perceptions of junior high school students, and to investigate literacy perceptions based on gender, final mathematics achievement scores, significance of using symbols, and school grade variables. The study group included 312 students in the pilot scheme and 123 students in the main application during the development of the scale. Exploratory factor analysis demonstrated that a 5-point Likert-type scale with a Cronbach Alpha internal consistency coefficient of 0.85 that included 4 factors in 18 items was developed. The factor structure of the scale was confirmed by confirmatory factor analysis. Furthermore, it was determined that the relayed literacy perceptions of the students did not differ based on gender and grade variables, however there was a significant difference between literacy perceptions based on the final mathematics achievement scores and significance of using mathematical symbols, and it was found that literacy perceptions of the successful students who found it important to use mathematical symbols were higher when compared to other students. Based on the results of multiple regression analysis, the combined gender, mathematical achievement, significance of symbol use, and grade variables explained about 20% of symbolic mathematical language literacy. Based on the findings, it was suggested that future studies could be conducted in schools of different types and utilizing different variables. © 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.
dc.identifier.doi10.1080/0020739X.2018.1555724
dc.identifier.endpage343
dc.identifier.issn0020-739X
dc.identifier.issue3
dc.identifier.scopus2-s2.0-85058698725
dc.identifier.scopusqualityQ1
dc.identifier.startpage327
dc.identifier.urihttps://doi.org10.1080/0020739X.2018.1555724
dc.identifier.urihttps://hdl.handle.net/20.500.12604/4073
dc.identifier.volume51
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherTaylor and Francis Ltd.
dc.relation.ispartofInternational Journal of Mathematical Education in Science and Technology
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_20241222
dc.subjectJunior high school students
dc.subjectliteracy
dc.subjectmathematical achievement
dc.subjectmathematical symbols
dc.subjectmathematics language
dc.subjectmathematics language literacy
dc.subjectMathematics literacy
dc.titleDevelopment of symbolic mathematics language literacy perception scale for junior high school students and analysis of literacy perceptions based on certain variables*
dc.typeArticle

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