SavedAdd your journal

Journals / Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi / 2020 / Cilt: 14 - Sayı: 1

Investigation of Solutions of Mathematical Problems Using Multiple Representations in Terms of İnter-Rater Reliability

Çoklu Gösterimlerin Kullanıldığı Matematik Problemlerine Ait Çözümlerin Puanlayıcı Güvenirliği Açısından İncelenmesi

ÇİĞDEM AKIN ARIKAN
FERİDE ÖZYILDIRIM GÜMÜŞ
Pages
606–628
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

As a result of the research, it was found that the problems in all representation types were effective on the inter-rater reliability, while the biggest difference was in the graphic representation.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The main purpose of this study is to examine the inter-rater reliability of the math problems, presented with four different representations (graphs, tables, equations, and verbal) on the basis of multiple representations in mathematics education.
📊
Key Findings & Data:The open-ended mathematics problems are used in the research and students’ solutions are graded by using a rubric. 54 students in the eighth grade of a public school participated in the study by solving the problems, and five mathematics teachers participated as a rater of students’ solutions.
💡
Conclusion & Impact:As a result of the research, it was found that the problems in all representation types were effective on the inter-rater reliability, while the biggest difference was in the graphic representation.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:matematik eğitimi · çoklu gösterim · puanlayıcı güvenirliği

Abstract

The main purpose of this study is to examine the inter-rater reliability of the math problems, presented with four different representations (graphs, tables, equations, and verbal) on the basis of multiple representations in mathematics education. For this purpose, the generalizability theory is used in the scoring of the problem solutions and it is aimed to compare the G and Phi coefficients obtained in cases where crossed design is used. The open-ended mathematics problems are used in the research and students’ solutions are graded by using a rubric. 54 students in the eighth grade of a public school participated in the study by solving the problems, and five mathematics teachers participated as a rater of students’ solutions. As a result of the research, it was found that the problems in all representation types were effective on the inter-rater reliability, while the biggest difference was in the graphic representation.

Özet

Bu çalışmanın temel amacı, matematik eğitiminde çoklu gösterimler temelinde ele alınan dört farklı gösterim (grafik, tablo, denklem ve sözel) ile sunulan matematik problemlerinin puanlayıcı güvenirliğini incelemektir. Bu amaçla, problem çözümlerinin puanlanması sürecinde genellenebilirlik kuramı işe koşulmuş ve tümüyle çaprazlanmış desenin (oxgxp) kullanıldığı durumlarda elde edilen G ve Phi katsayılarının karşılaştırılması amaçlanmıştır. Araştırmada kullanılan matematik problemleri, açık uçlu olarak sunulmuş ve öğrenci çözümleri dereceli puanlama anahtarı kullanılarak puanlanmıştır. Çalışmaya bir devlet okulunun 8. sınıfında öğrenim gören 54 öğrenci sunulan problemleri çözerek, 5 matematik öğretmeni ise öğrenci çözümlerini puanlamak üzere puanlayıcı olarak katılmıştır. Araştırmada sonucunda farklı gösterimdeki problemlerin puanlayıcı güvenirliği üzerinde etkili olduğu ve en büyük farklılığın grafik gösteriminde olduğu belirlenmiştir.

🔖

Cite This Article

ARIKAN, Ç. A., GÜMÜŞ, F. Ö. (2020). Investigation of Solutions of Mathematical Problems Using Multiple Representations in Terms of İnter-Rater Reliability. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, Cilt: 14 - Sayı: 1, 606–628. https://ajindex.com/articles/289739

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (7)

  1. Aiken, L. R. (2000). Psychological Testing and Assessment. Boston: Allyn and Bacon. Atmaz, G. (2009). Puanlama yönergesi (rubrik) kullanılması durumunda puanlayıcı güvenirliğinin incelenmesi. Yayınlanmamış Yüksek Lisans Tezi. Mersin Üniversitesi Sosyal Bilimler Enstitüsü. Birgin, O., & Gürbüz, R. (2008). Sınıf Öğretmeni Adaylarının Ölçme Ve Değerlendirme Konusundaki Bilgi Düzeylerinin İncelenmesi. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (20), 163-179.
  2. Brennan, L. R. (2001). Generalizability theory, statistics for social science and public policy. New York: Springer-Verlag. Bresciani, M. J., Zelna C. L., & Anderson. J. A. (2004). Assessing student learning and development: A handbook for practitioners. Washington, DC: National Association of Student Personnel Administrators. Büyükkıdık, S., & Anıl, D. (2015). Investigation of reliability in generalizability theory with different designs on performance based assessment. Education and Science, 40(177), 285–296.
  3. Cardinet, J., Johnson, S., & Pini, G. (2010). Applying generalizability theory using EduG. New York, NY: Routledge. Cleaves, W. P. (2008). Promoting Mathematics Accessibility through Multiple Representations Jigsaws. Mathematics Teaching in the Middle School, 13(8), 446-452.
  4. Cobb, P., Yackel, E., & Wood, T. (1992). A constructivist alternative to the representational view of mind in mathematics education. Journal for Research in Mathematics Education, 23(1), 2-33.
  5. Crocker, L., & Algina, J. (2008). Introduction to classical and modern test theory Mason. OH: Cengage Learning. Doğan, C. D., & Anadol, H. Ö. (2017). Genellenebilirlik Kuramında Tümüyle Çaprazlanmış ve Maddelerin Puanlayıcılara Yuvalandığı Desenlerin Karşılaştırılması. Kastamonu Eğitim Fakültesi Dergisi, 25(1), 361-372.
  6. Dufour-Janvier, B., Bednarz, N. & Belanger, M. (1987). Pedagogical considerations concerning the problem of representation. In C. Janvier (Ed.), Problems of Representations in the Learning and Teaching of Mathematics (pp. 109-123).
  7. Hillsdale, NJ: Lawrence Erlbaum Associates. Erbilgin, E., (2003). Effects of spatial visualization and achievement on students’ use of multiple representations. Unpublished Master Thesis, Florida State University. Evans-Hampton, T. N., Skinner, C. H., Henington, C., Sims, S., & McDaniel, C. E. (2002). An investigation of situational bias: Conspicuous and covert timing during curriculum-based measurement of mathematics across African American and Caucasian students. School Psychology R