A scale development study related to the teaching of mathematics in the context of operational and conceptual knowledge

This study is a scale development study conducted to evaluate mathematics teaching in the context of procedural and conceptual knowledge. At the end of the study, two scales were developed: Assessment Scale on Procedural Information Dimension and Assessment Scale on Conceptual Information Dimension. Separate data groups were used for Exploratory Factor Analysis and Confirmatory Factor Analysis. The Assessment Scale for the Procedural Information Dimension consists of 11 items and the Assessment Scale for the Conceptual Information Dimension consists of 15 items. Exploratory and confirmatory factor analyzes were performed for the construct validity of the items in the scale. KMO and Bartlett tests were used to check whether the data structure was suitable for factor analysis. KMO is 0.675 for the Assessment Scale for the Procedural Knowledge Dimension; 0.731 for the Assessment Scale for the Conceptual Knowledge Dimension; The Barlett Test was found to be 348,954 (p> 0,01) for the Assessment Scale for the Procedural Knowledge Dimension and 542,877 (p> 0,01) for the Assessment Scale for the Conceptual Knowledge Dimension. Cronbach's Alpha values were evaluated for reliability of both scales. It was concluded that both scales had acceptable Cronbach's Alpha values (0.782 and 0.712). Confirmatory factor analysis was performed to see whether the factors formed as a result of factor analysis worked in the desired structure. It was concluded that a significant part of the goodness of fit indices of the scales showed excellent fit and was within acceptable values. At the end of the study, evaluation was made and suggestions were given.