Abstract
Abstract: In this study, it was aimed to examine 9th grade students' multiple representation translate skills in algebra learning area and the relationship between these representations translate skills. The study employs survey design. Selected through purposive sampling method, 637 ninth grade students in a socio-economically medium level province in Turkey participated to the study. Within the scope of the study, Multiple Representation Translating Measurement Tool (MRTMT) including four factors (verbal- graph- algebraic- table) was developed and data were collected through this instrument. The validity and reliability of the scale was tested with Rasch analysis and confirmatory factor analysis (CFA). Cronbach Alpha value was calculated as .88. The findings show that students’ skills of translating between representations level is low. In addition, students were most successful in expressing the situation with other representations when the table representation was given, but had difficulty in translating it to other representations when given an algebraic representation. Furthermore, it is found out that there is a significant relationship between students’ translating skills to verbal- graph- algebraic- table representations. Accordingly, it can be suggested that each representation should be used in an interrelated and holistic way in algebra teaching.
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