Abstract
The paper aims to present the adaptation study of “The Mathematics and Technology Attitudes Scale (MTAS)” into Turkish. The original form MTAS was developed by Pierce, Stacey and Barkatsas (2007) in order to investigate the effect of five different variables in learning mathematics with technology. The original form of the attitudes scale consists of 20 items that are rated on a Likert-type 5-point scale. The MTAS also comprises five factorial dimensions in order to measure five different variables. The data were gathered from 1990 middle school students in order to show validity and reliability of MTAS. The analyses are completed in two phases. In the first stem EFA and CFA was conducted. Then the reliability coefficients were calculated. According to the findings of applied analyses, it was found that Turkish form of MTAS, that has completely similar factor structure to original form, is a reliable and valid scale for assesment of middle school students’ attitude towards learning mathematics with technology.
Highlights
The field of social psychology has been considered a composite of heterogeneous parts, but attitudes have always been the most important and fundamental concepts in the social psychology (McGuire, 1985)
Because there is a correlation between the factors in the original form of Mathematics and Technology Attitudes Scale (MTAS), in Exploratory factor analysis (EFA) direct oblimin rotation technique was applied
The factorial structure of the MTAS, obtained from EFA and from the theoretical model has been confirmed by Confirmatory factor analysis (CFA)
Summary
The field of social psychology has been considered a composite of heterogeneous parts, but attitudes have always been the most important and fundamental concepts in the social psychology (McGuire, 1985). A hypothesized model for the MTAS has been proposed by Pierce et al (2007) in a mathematics curriculum development project titled "RITEMATHS" in Australia. A theoretical model has been put forward that identifies the conceptual framework of the scale development studies In this respect, the theoretical model is based on attitude to the use of technology to learn mathematics (MT), mathematics confidence (MC), confidence in using technology (TC), behavioral engagement (BE) and. The instrument for measuring students’ attitudes to learning mathematics with technology was adapted to Turkish in some previous studies conducted by different working groups composed of high school (Duru, Peker and Akçakın, 2010; Gürbüz, Çavuş-Erdem and Toprak, 2015) and university (Dedeoğlu, Çaylan, Takunyacı and Ergene, 2017) students. The lack of adaptation studies with secondary school students and the fact that the factorial structures of the Turkish form of the measurement tool differed from those of the previous studies have suggested that the adaptation study should be done again with middle school students
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