Validation of a questionnaire to evaluate mathematics teachers’ beliefs about mathematics, teaching, and learning
Zaida-Mabel Angel-Cuervo 1 2 * , John-Jairo Briceño-Martínez 1 , Andrés Bernal-Ballén 1
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1 Facultad de Educación, Universidad Antonio Nariño, Bogotá, COLOMBIA2 Secretaría de Educación Distrital Bogotá, Bogotá, COLOMBIA* Corresponding Author

Abstract

The study of mathematics teachers’ beliefs has become a significant research area in recent decades; however, more robust and reliable instruments are needed to assess these beliefs. This paper reports the design and validation of a multiple-choice questionnaire to assess mathematics teachers’ beliefs about mathematics, teaching, and learning. It began with a systematic review of existing questionnaires, followed by an evaluation of the instrument’s content validity using Aiken’s V by seven expert judges. Finally, a total of 199 in-service mathematics teachers completed the instrument, demonstrating construct validity through confirmatory factor analysis and internal consistency. These results indicate that the instrument is reliable and valid for assessing mathematics teachers’ beliefs and identifying three teaching profiles: instrumentalists, platonists, and problem-solving.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2024, Volume 20, Issue 5, Article No: em2435

https://doi.org/10.29333/ejmste/14447

Publication date: 01 May 2024

Online publication date: 08 Apr 2024

Article Views: 722

Article Downloads: 517

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