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Bu çalışmanın temel amacı, matematik eğitiminde çoklu gösterimler temelinde ele alınan dört farklı gösterim (grafik, tablo, denklem ve sözel) ile sunulan matematik problemlerinin puanlayıcı güvenirliğini incelemektir. Bu amaçla, problem çözümlerinin puanlanması sürecinde genellenebilirlik kuramı işe koşulmuş ve tümüyle çaprazlanmış desenin (oxgxp) kullanıldığı durumlarda elde edilen G ve Phi katsayılarının karşılaştırılması amaçlanmıştır. Araştırmada kullanılan matematik problemleri, açık uçlu olarak sunulmuş ve öğrenci çözümleri dereceli puanlama anahtarı kullanılarak puanlanmıştır. Çalışmaya bir devlet okulunun 8. sınıfında öğrenim gören 54 öğrenci sunulan problemleri çözerek, 5 matematik öğretmeni ise öğrenci çözümlerini puanlamak üzere puanlayıcı olarak katılmıştır. Araştırmada sonucunda farklı gösterimdeki problemlerin puanlayıcı güvenirliği üzerinde etkili olduğu ve en büyük farklılığın grafik gösteriminde olduğu belirlenmiştir.
The main purpose of this study is to examine the inter-rater reliability of the math problems, presented with four different representations (graphs, tables, equations, and verbal) on the basis of multiple representations in mathematics education. For this purpose, the generalizability theory is used in the scoring of the problem solutions and it is aimed at comparing the G and Phi coefficients obtained in cases where crossed design is used. The open-ended mathematics problems are used in the research and students' solutions are graduated by using a rubric. 54 students in the eighth grade of a public school participated in the study by solving the problems, and five mathematics teachers participated as a rater of students' solutions. As a result of the research, it was found that the problems in all representation types were effective on the inter-rater reliability, while the biggest difference was in the graphic representation.
The main purpose of this study is to examine the inter-rater reliability of the math problems, presented with four different representations (graphs, tables, equations, and verbal) on the basis of multiple representations in mathematics education. For this purpose, the generalizability theory is used in the scoring of the problem solutions and it is aimed to compare the G and Phi coefficients obtained in cases where crossed design is used. The open-ended mathematics problems are used in the research and students’ solutions are graded by using a rubric. 54 students in the eighth grade of a public school participated in the study by solving the problems, and five mathematics teachers participated as a rater of students’ solutions. As a result of the research, it was found that the problems in all representation types were effective on the inter-rater reliability, while the biggest difference was in the graphic representation.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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