A STUDY ON DEVELOPING ATTITUDE SCALE TOWARDS MATHEMATICS COURSE SUPPORTED BY HISTORY OF MATHEMATICS

The goal of this study is to improve a evaluation tool\rfor measuring secondary school students' attitudes towards\rmathematics course supported by history of mathematics. In this\rdirection, the scale development processes of De Vellis (2016) were\rfollowed. Firstly, the relevant scales in the literature were examined\rand a 69-item draft scale was formed. For scope validity, the draft\rscale was examined by 5 field experts, 3 assessment and evaluation\rexperts and 1 language expert and necessary corrections were made\rin line with the recommendations. The draft scale was applied to 405\rsecondary school students in two different public schools in Bolu\rprovince. Exploratory factor analys (AFA) and confirmatory factor\ranalysis (CFA) were applied to the obtained data, respectively. After\rAFA, a structure consisting of thirty-three items and three factors\rwas obtained. These factors, on the other hand, were named as\rimportance, interest and fear towards mathematics lessons\rsupported by history of mathematics respectively. As a result of the\rconfirmatory factor analysis, the model was found to be excellent or\racceptable (?2 / df = 1.63, RMSEA = .04, SRMR = .04 GFI = .90,\rAGFI = .88, CFI = .95). The internal reliability coefficient of this\rscale, where the confirmatory factor analysis was consistent with the\rexploratory factor analysis, was found as .95 for the overall scale,\r.94 for the significance factor, .89 for the interest factor, and .83 for\rthe fear factor.