Abstract:

This study is aimed at developing a valid and reliable scale to identify the problems faced in mathematics teaching in high schools. The data used in the study was collected from 616 primary math teachers. Half of the data collected has been used in the AFA analysis and the other half in the verifying factor analysis (DFA). Initially, the study started with 157 different issues (substances) after expert opinions dropped to 78. According to the results of the KMO and Barlett Test, the data is suitable for factor analysis. The number of post-AFA subjects made to determine the validity of the building has decreased to 44 and the scale has been found to be composed of five factors. These are factor burden; Teacher, School and the Environment, Student, Program and Family Resource Problems. These factors explain the change in problems faced in high school mathematics in 51,738%. The same factors have been verified with the DFA and the conformity index has risen at the "good" and "acceptable" levels. The reliability of the measurement is determined by the internal consistency ratio (cronbach α) and is determined to be reliable with all its dimensions. It varies between 0.684 and 0.955 for the whole measurement, while α = 0.925 for the whole measurement.

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