Abstract:

Abstract The goal of this study was to develop a valid and reliable scale to assess secondary school students’ views on the inclusion of mathematical history in math teaching. The literature was first searched during the scale development phase, and then views from experts and teachers were obtained. A 5-point Likert-type draft scale with 44 items was prepared once the data was collected. The draft scale created was applied to 405 students studying in 4 different secondary schools affiliated to the state in Giresun province. After the exploratory and confirmatory factor analysis, it was determined that 26 items with an eigenvalue greater than 1 were grouped under 3 factors. The total variance explained by the three factors for the scale was calculated as 42.57%. The Kaiser-Meyer-Olkin coefficient of the scale was 0.881, and the Bartlett significance level was found as p = 0.000. Test-retest and Cronbach Alpha internal consistency coefficient were calculated to examine the reliability of the scale. The test-retest reliability coefficient was 0.87 and the Cronbach Alpha internal consistency coefficient was 0.902. In addition, the significance of the items in the lower 27% and upper 27% groups between the mean scores were checked for reliability. Confirmatory factor analysis was performed to confirm the three-factor opinion scale. It was determined that x2 / df and AGFI values were at perfect fit, while RMSEA, CFI, GFI, and RMSR values were at acceptable fit levels. The study’s findings demonstrated the validity and reliability of the developed scale. Therefore, the final version of the scale can be used to determine students’ views on the use of history of mathematics in mathematics teaching.

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