Abstract:

The aim of this study is to develop a scale in order to measure the attitudes of high school students towards math history-backed math courses. In this direction, De Vellis (2016)’s scale development processes have been followed. First, the relevant scales in the literature were studied and 69 material draft scales were created. The draft scale for scale validity has been examined by 5 field experts, 3 measurement assessment experts and 1 language experts and the necessary corrections have been made in accordance with the recommendations. The draft scale was applied to 405 high school students located in two different state schools in the province of Bolu. The resulting data is based on the AFA and Confirming Factor Analysis (DFA). After AFA, a structure consisted of thirty-three substances and three factors was obtained. These factors are referred to as the importance, interest and fear of mathematics courses supported by mathematics history. After the verifying factor analysis, the model was determined to be perfect or acceptable (χ2/df=1.63, RMSEA=.04, SRMR=.04 GFI=.90, AGFI=.88, CFI=.95) The internal reliability ratio of this scale, in which the verifying factor analysis is consistent with the detection factor analysis, was found as .95 for the scale as a whole, .94 for the importance factor, .89 for the interest factor and .83 for the fear factor.