A Study on the Development of a Mathematics Creativity Scale.

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH
Savaş Akgül, Nihat Gürel Kahveci
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引用次数: 41

Abstract

Statement of Problem: Although there is a rapidly increasing interest in creativity in specific domains such as science and math, there are not enough valid and reliable scales to assess students’ creativity in these domains. If mathematical creativity potential can be measured, then the curriculum can be adapted to address the needs of creative students. In addition to measuring mathematical creativity potential, it is crucial to identify students at as early an age as possible and develop a mathematics curriculum that would complement and supplement their potential (Balka, 1974; Mann, 2005). For these reasons, valid and reliable scales of measurement are necessary for determining the middle school students’ (5th, 6th, 7th and 8th grade: 10-15 years old) mathematical creativity. Purpose of the Study: The purpose of this study is to develop a valid and reliable Mathematical Creativity Scale for middle school students (5th, 6th, 7th and 8th grade: 10-15 years old). Method: The main aim of the study is to develop a valid and reliable scale of math creativity for use with middle school students. The pilot study’s sample consists of 50 middle school students who attend 5th, 6th, 7th and 8th grades. The field study’s sample consists of 297 students who attend 5th, 6th, 7th and 8th grades at 4 middle schools in Istanbul. Exploratory factor  analysis (EFA) was applied to evaluate the factor structure of the scale. Item analyses were conducted to check on item discrimination, internal consistency, and agreement between scorers, construct-related validity, and face validity. Findings: Item analysis including the calculation of item discrimination, item total and item remainder values showed that each item was consistent with the entire scale and that distinctive powers of the items were at an acceptable level. To test internal consistency, Cronbach’s Alpha coefficient value was found to be .80, which supports scale reliability. Since it has a naturally subjective scoring process, the scale was rated by two scorers, and the same scorer re-rated it at a different time. The correlation showed that the scale has an interrater reliability and intrarater reliability. Test-retest coefficient values showed that the scale measurements are consistent. Content, construct and face validity results are presented as a part of validation works of the scale. Acceptability to students’ results are also presented. Results: The study results showed that this scale was an appropriate instrument to evaluate middle school (5th, 6th, 7th and 8th grade) students’ mathematical creativity. This scale can be used for measurement of the students’ creativity in mathematics for the purpose of educational interventions and also for the purpose of determining gifted and talented students in mathematics. Keywords: Mathematical Creativity, Gifted and Talented Students, Mathematical Creativity Scale.
数学创造力量表的编制研究。
问题陈述:尽管在科学和数学等特定领域,人们对创造力的兴趣迅速增加,但没有足够有效和可靠的量表来评估学生在这些领域的创造力。如果数学创造力潜力可以被测量,那么课程就可以适应创造性学生的需求。除了测量数学创造力潜力之外,在尽可能早的年龄就识别学生并开发能够补充和补充他们潜力的数学课程也是至关重要的(Balka, 1974;曼,2005)。因此,对于初中生(五、六、七、八年级:10-15岁)的数学创造力的测定,需要有效、可靠的测量量表。研究目的:本研究的目的是为10-15岁的初中生(五、六、七、八年级)编制一份有效、可靠的数学创造力量表。方法:本研究旨在编制一套有效、可靠的中学生数学创造力量表。试点研究的样本包括50名初中生,他们分别就读于五年级、六年级、七年级和八年级。实地研究的样本包括297名学生,他们在伊斯坦布尔的4所中学就读5年级、6年级、7年级和8年级。采用探索性因子分析(EFA)对量表的因子结构进行评价。通过项目分析来检验项目辨别性、内部一致性、评分者之间的一致性、构念效度和面孔效度。结果:项目分析包括项目辨别、项目总数和项目剩余值的计算表明,每个项目与整个量表一致,项目的显着能力处于可接受的水平。为了检验内部一致性,Cronbach’s Alpha系数值为0.80,支持量表信度。由于量表有一个自然主观的评分过程,因此量表由两位评分者评分,并且同一评分者在不同的时间重新评分。相关分析表明,量表具有层间信度和层内信度。重测系数值表明量表测量值是一致的。量表的内容、结构和面效度结果作为验证工作的一部分。学生成绩的可接受性也被提出。结果:本量表适用于初五、六、七、八年级学生的数学创造力评估。该量表可用于测量学生的数学创造力,以达到教育干预的目的,也可用于确定数学天才学生。关键词:数学创造力,资优生,数学创造力量表
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来源期刊
Eurasian Journal of Educational Research
Eurasian Journal of Educational Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.00
自引率
11.10%
发文量
0
期刊介绍: Eurasian Journal of Educational Research (EJER) is a peer-reviewed, an international and interdiscilinary journal publishing original research articles and significant contributions on education and educational sciences . The journal is a valuable resource for teachers, counselors, supervisors, educational administrators, school principals, educational policy makers, curriculum planners, and educational researchers as they consider the structure of tomorrow''s educational system. EJER publishes research employing a variety of qualitative, quantitative and mixed methods research and approaches in all areas in the field of education and educational sciences. The goal of the journal is to increase understanding of learning and teaching in eraly childhood, primary, secondary, vocational and higher education in order to to contribute to the improvement of educational processes and outcomes.
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