Abstract
<p style="text-align:justify">This research aims to complete Turkish adaptation, validity and reliability studies for the Math and Me Survey developed by Adelson and McCoach for use in determining the students’ attitudes towards mathematics in the transition from primary school to middle school. Within the scope of validity and reliability studies for the scale, data gathered from 1169 primary school students had item analysis, exploratory factor analysis and confirmatory factor analysis performed. In line with this, 18 items from the original scale were translated to Turkish and item equivalence between the original English and Turkish translation was ensured. During item analysis to determine the construct validity of the scale, an item with low item total correlation value was removed from the scale. The Cronbach alpha coefficient was calculated as .93. The Cronbach alpha coefficients from the scale subdimensions of Enjoyment and Self-Perception were calculated as .91 and .88. The confirmatory factor analysis results for the scale revealed perfect fit with the construct determined in the exploratory factor analysis results. Thus, the Math and Me survey can be said to be a valid and reliable tool for use in Turkish culture.</p>
Highlights
In mathematics education, affect is one of the research areas investigating the interplay between cognitive and emotional aspects (Evans, Hannula, Zan & Brown, 2006)
This study investigated the psychometric properties of the Turkish adaptation of the Math and Me Survey developed by Adelson and McCoach (2011) for primary school students by performing validity and reliability studies
Study 1 investigated the linguistic validity of the Turkish adaptation of the scale tool, Study 2 performed item analysis and exploratory factor analysis while Study 3 investigated confirmatory factor analysis and reliability analysis
Summary
Affect is one of the research areas investigating the interplay between cognitive and emotional aspects (Evans, Hannula, Zan & Brown, 2006). Attitudes and beliefs which are used to describe affect play an important role in mathematic learning and teaching processes (McLeod, 1992). Research about attitudes has the longest history within the field of affect, there is no consensus about the definition of attitude in the literature (Di Martino & Zan, 2011). 512) depicting attitude generally as the result of three basic features of consistency, predispositions and learning. There are different definitions for attitudes towards mathematics. Ma & Kishor (1997) defined attitude toward mathematics as “.... Ma & Kishor (1997) defined attitude toward mathematics as “.... an aggregated measure of a liking or disliking of mathematics, a tendency to engage in or avoid mathematical activities, a belief that one is good or bad at mathematics, and a belief that mathematics is useful or useless....” (p. 27). Lin and Huang (2016) made the definition as “... one’s feelings toward mathematics, based on his/her beliefs about mathematics...” (p. 196)
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