Geometry knowledge test about triangles: evidence on validity and reliability

Date

2018-08-01

Author

Ubuz, Behiye

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

190
views

0
downloads

In the present study we aimed to develop a multidimensional test assessing high school students' knowledge about triangles, and then to determine the validity evidence for it based on the internal structure and relations to another variable and its reliability. The test developed was administered to 557 tenth grade students. To assess the validity evidence based on the internal structure, the data were analyzed using confirmatory factor analysis, inter-dimension correlations and two-way MANOVA across gender and school type. For validity evidence based on relations to another variable, the test scores were associated with previous semester geometry grades at the tenth grade level. Reliability was assessed using Cronbach alpha and item-total correlations to report internal consistency. The resulting instrument including 24 questions showed adequate validity evidence based on the internal structure and relations to another variable, as well as good reliability. This indicates that the results produced by the instrument are valid and reliable. So, the geometry knowledge test about triangles is well-suited for use in research and classrooms.

Subject Keywords

Declarative knowledge, Conditional knowledge, Geometry, Procedural knowledge, Reliability, Validity

URI

https://hdl.handle.net/11511/43509

Journal

ZDM-MATHEMATICS EDUCATION

DOI

https://doi.org/10.1007/s11858-018-0964-y

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

Interaction among Contextual Knowledge and Pedagogical Content Knowledge: Sociocultural Perspective Şen, Mehmet; Öztekin, Ceren (Turkish Education Association, 2019-01-01) This study examined middle school science teachers' contextual knowledge, pedagogical content knowledge and impact of contextual knowledge on pedagogical content knowledge based on sociocultural perspective. Data were collected from two teachers through semi-structured contextual knowledge interview, semi-structured pedagogical content knowledge interview, and classroom observations and then data were analyzed by deductive and inductive coding. Findings revealed four assertions regarding how teachers' conte...
Middle school mathematics teachers' pedagogical content knowledge in relation to statistical reasoning Gokce, Rukiye; Kazak, Sibel (2017-01-01) To investigate middle school mathematics teachers' pedagogical content knowledge (PCK) with regard to statistical reasoning, an interview protocol was developed and used with nine teachers. This paper focuses on one of the problems in this interview protocol (Basketball problem) to illustrate teachers PCK in relation to four components: big ideas, student responses, student difficulties, and instructional intervention. Our analyses showed that levels of teachers' PCK varied in each component. Teachers had d...
Prospective Teachers' Knowledge on Middle School Students' Possible Descriptions of Integers Kubar, Aysenur; Çakıroğlu, Erdinç (2017-01-01) This study aims to reveal prospective middle school mathematics teachers' knowledge regarding the possible misconceptions and/or errors of middle school students in describing integers. In addition to this, it aims to reveal the possible reasons underlying these from the perspective of prospective teachers. Data was qualitatively collected from 38 Turkish prospective teachers by an open-ended questionnaire. The results show that although prospective teachers are familiar with possible misconceptions and/or ...
Investigating perceptions of preservice mathematics teachers on their technological pedagogical content knowledge (TPACK) regarding geometry Bulut, Aykut; Işıksal Bostan, Mine; Department of Elementary Science and Mathematics Education (2012) The aim of this study is to investigate perceptions of preservice mathematics teachers’ technological pedagogical content knowledge (TPACK) regarding geometry. In addition, the purpose is to examine the relationships among the components of TPACK. Moreover, possible gender and year of enrollment differences related to preservice mathematics teachers’ technological pedagogical content knowledge dimensions are examined. This research study has been conducted with 780 preservice mathematics teachers who are en...
Anthropological analysis of content knowledge of pre-service elementary mathematics teachers on graphs DİKKARTIN ÖVEZ, FİLİZ TUBA; Akar, Nazlı (2018-02-01) The purpose of this study is to analyse the content knowledge on graphs of pre-service elementary mathematics teachers from an anthropological perspective. 112 pre-service elementary mathematics teachers participated in the study. Concentric mixed pattern research method has been used in the study. The data was collected through Graphic Content Knowledge Scale and interview method in order to examine the content knowledge of primary school math teacher candidates related to graphics anthropologically. This ...

Citation Formats

B. Ubuz, “Geometry knowledge test about triangles: evidence on validity and reliability,” ZDM-MATHEMATICS EDUCATION, pp. 659–673, 2018, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/43509.