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A Practitioner's Instrument for Measuring Secondary Mathematics Teachers' Beliefs Surrounding Learner-Centered
Alyson E Lischka1, Mary Garner
1Alyson E. Lischka, Middle Tennessee State University, MTSU Box 34, Murfreesboro, TN 37132, USA, Alyson.Lischka@mtsu.edu.
Journal of Applied Measurement
|December 24, 2016
Summary
Researchers developed and validated the Mathematics Teaching Pedagogical and Discourse Beliefs Instrument (MTPDBI) to measure secondary teachers' beliefs about math education. This survey is a reliable tool for understanding reform-oriented teaching practices.
Area of Science:
- Mathematics Education
- Educational Psychology
- Measurement Theory
Background:
- Effective mathematics teaching requires understanding teachers' beliefs.
- Existing instruments may not fully capture reform-oriented pedagogical and discourse beliefs.
- Teacher beliefs significantly influence classroom practices and student outcomes.
Purpose of the Study:
- To develop and validate a reliable instrument measuring secondary teachers' beliefs about mathematics teaching and learning.
- To assess beliefs concerning the nature of mathematics, pedagogical approaches, and classroom discourse.
- To provide a tool for evaluating teacher beliefs in professional development contexts.
Main Methods:
- Development of a 20-item Mathematics Teaching Pedagogical and Discourse Beliefs Instrument (MTPDBI).
- Analysis using Rasch measurement theory and a partial credit model.
- Validation through pilot study data collection and reliability analysis.
Main Results:
- The MTPDBI demonstrated strong psychometric properties.
- Item separation reliability was .96, indicating good item discrimination.
- Person separation reliability was .71, suggesting adequate differentiation among participants.
Conclusions:
- The MTPDBI is a viable and psychometrically sound instrument for measuring secondary teachers' beliefs.
- The instrument effectively assesses beliefs related to reform-oriented mathematics teaching and learning.
- It is recommended for use in pre-service and in-service teacher development programs.
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