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A survey design was used with purposive sampling, involving 637 students from a socio-economically medium level province in Turkey. A Multiple Representation Translating Measurement Tool (MRTMT) with four factors (verbal-graph-algebraic-table) was developed, and Rasch analysis and confirmatory factor analysis tested validity and reliability. Cronbach Alpha was .88. Results indicate low translation ability between representations; students performed best when the table representation was provided and had difficulty translating from algebraic representations. A significant relationship was found among translating skills across verbal-graph-algebraic-table representations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/development-of-multiple-representation-translating-measurement-tool-and-examination-of-9th-grade-students-multiple-representation-translate-skills-in-algebra/588185/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/development-of-multiple-representation-translating-measurement-tool-and-examination-of-9th-grade-students-multiple-representation-translate-skills-in-algebra/588185.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To examine 9th grade students’ multiple representation translating skills in algebra and investigate the relationships among translating skills across different representations.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the measurement tool developed and validated?",{"text":117,"@type":113},"The Multiple Representation Translating Measurement Tool (MRTMT) with four factors (verbal-graph-algebraic-table) was developed, and validity and reliability were tested using Rasch analysis and confirmatory factor analysis (CFA).",{"name":119,"@type":110,"acceptedAnswer":120},"What did the findings indicate about students’ translation skills?",{"text":121,"@type":113},"Students’ translation skills between representations were found to be low. They were most successful when the table representation was given, but they faced difficulty translating from algebraic representation to other representations.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588185,1793076870,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","DEVELOPMENT OF MULTIPLE REPRESENTATION TRANSLATING MEASUREMENT TOOL AND EXAMINATION OF 9TH GRADE STUDENTS’ MULTIPLE REPRESENTATION TRANSLATE SKILLS IN ALGEBRA  \nSevcan MERCAN ERDOĞAN, Hatice ÇETİN, Kamil ARI  \nAbstract: In this study, it was aimed to examine 9th grade students' multiple representation translate skills in algebra learning area and the relationship between these representations translate skills. The study employs survey design. Selected through purposive sampling method, 637 ninth grade students in a socio-economically medium level province in Turkey participated to the study. Within the scope of the study, Multiple Representation Translating Measurement Tool (MRTMT) including four factors (verbal-graph-algebraic-table) was developed and data were collected through this instrument. The validity and reliability of the scale was tested with Rasch analysis and confirmatory factor analysis (CFA) . Cronbach Alpha value was calculated as .88. The findings show that students’skills of translating between representations level is low. In addition, students were most successful in expressing the situation with other representations when the table representation was given, but had difficulty in translating it to other representations when given an algebraic representation.  \nFurthermore, it is found out that there is a significant relationship between students’ translating skills to verbal- graph- algebraic- table representations. Accordingly, it can be suggested that each representation should be used in an interrelated and holistic way in algebra teaching.  \nKey words: Algebra, measurement tool, translate among multiple representations, 9th grade.  \n1. Introduction  \nMathematics is an abstract discipline and has its own terminology. Algebra is a learning area where we use this terminology most in mathematics. In the most general sense, algebra is the language of mathematics and this language consists of meanings and operations (Baki, 2018) . In addition, algebra has been recognized as a critical turning point in students' mathematics learning (Wang, 2015) . On the other hand, it is important to teach algebra with understandable representations since it is considered incomprehensible and abstract. Accordingly, because algebra is perceived as abstract by students, it is stated that there is a need to use multiple representations effectively and to associate these representations in algebra teaching (Sarpkaya Aktaş, 2019). As a matter of fact, the conceptual learning desired in mathematics teaching is possible by understanding the problem situation with various representations and translating the knowledge to different representations (Bossé, Adu-Gyamfi & Chandler, 2014; Keller & Hirsch, 1998; Ural, 2012) . Multiple representations are used extensively in mathematics (Gagatsis & Shiakalli, 2004) . The use of multiple representations in many fields of mathematics education and the investigation of translate skills give important clues about the conceptual and meaningful learning of the subject studied.  \nIn the literature, we often come across studies investigating translate skills between multiple representations in algebra teaching. A review of literature suggests that the studies mostly focus on elementary education (Akkuş & Çakıroğlu, 2006; Demir & Cansız Aktaş, 2019; Deniz, 2016; Gurbuz & Sahin, 2015; Mourad, 2005; Sarıhan Musan, 2012; Sert, 2007) and higher education levels (Andrá, Lindström, Arzarello, Holmqvist, Robutti & Sabena, 2015; Bal, 2015; De Bock, Van Dooren & Verschaffel, 2015; Galbraith & Heines, 2000; Ipek & Okumus, 2012; Kardes, Aydin & Delice, 2012;  \nPresmeg & Nenduradu, 2005) . In these studies, multiple representation translates were generally identified by adopting qualitative methods (Deniz, 2016; Fonger, Davis, Rohwer & Lou, 2018; Gurbuz & Sahin, 2015; Huntley & Davis, 2008; Ipek & Okumus, 2012; Presmeg & Nenduradu, 2005; Rahmawati, Purwanto, Subanji, Hidayanto & Anwar, 2017) . Multiple representa","cbCaiom2hH1bWJjL","https://ap.wps.com/l/cbCaiom2hH1bWJjL","pdf",517513,21,"English","# Introduction\n## Algebra as an abstract learning area\n## Multiple representations and translation skills in the literature\n## Rationale for a valid and reliable instrument\n## Purpose and focus of the study","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To examine 9th grade students’ multiple representation translating skills in algebra and investigate the relationships among translating skills across different representations.\"},{\"question\":\"How was the measurement tool developed and validated?\",\"answer\":\"The Multiple Representation Translating Measurement Tool (MRTMT) with four factors (verbal-graph-algebraic-table) was developed, and validity and reliability were tested using Rasch analysis and confirmatory factor analysis (CFA).\"},{\"question\":\"What did the findings indicate about students’ translation skills?\",\"answer\":\"Students’ translation skills between representations were found to be low. They were most successful when the table representation was given, but they faced difficulty translating from algebraic representation to other representations.\"}]","DEVELOPMENT OF MULTIPLE REPRESENTATION TRANSLATING MEASUREMENT TOOL AND EXAMINATION OF 9TH GRADE STUDENTS’ MULTIPLE REPRESENTATION TRANSLATE SKILLS IN ALGEBRA | PDF",1792064710,53]