Investigate poor structural knowledge and develop and validation of the "behavioral signs of mathematical poor structural knowledge" test

Numerous studies have focused on how to build knowledge structure and the factors that affect it. However, research that examines the phenomenon of knowledge constructivism and the construction and validation of the "Mathematical Behavioral Behavioral Signs of Mathematical Knowledge" test has been neglected.

The aim of this study was to investigate poor structural knowledge and develop and validation of the "Behavioral signs of mathematical poor structural knowledge" test in sixth grade students.

The research was objective in terms of purpose and exploratory (quantitative-qualitative) information in terms of data collection. In the qualitative section, with semi-structured interview and open and central coding, the behavioral symptoms of poor structural knowledge were identified and a questionnaire was developed and in the quantitative section, the psychometric features of the questionnaire were examined. The study sample in the qualitative section, using the targeted method available (the desire to cooperate), was selected by 10 people to saturate the opinions. In the quantitative section, 20 schools with 37 sixth grade classes with 1073 student were selected by clustering method. In the qualitative section, an open-ended interview and in the quantitative section, the researcherchr('39')s test of "behavioral signs of knowledge dysfunction" was used. The tools of the present study are: The researcher-made questionnaire "Knowledge Behavioral Signs of Knowledge Construction" (2019). Data analysis was performed by exploratory factor analysis and confirmatory factor analysis.

Results showed that 26 open codes and 7 central codes obtained and seven elemens are behavioral signs of poor structural knowledge of mathematical: Lack of communication channel with teacher, Unusual classroom setting (Lack of visibility of the teacher), escape from position (lesson and question), class restlessness, disorientation and decentralization, divert the classroom process, and reactions When teaching a new topic. Also, the content validity with CVR index and structural validity of the questionnaire were confirmed by exploratory and confirmatory factor analysis, and Cronbachchr('39')s alpha coefficient showed high internal reliability for the whole questionnaire and its components.

The results showed that there is poor structural knowledge of mathematical in students and its behavioral symptoms can be identified and providing the ground for correcting.