Validation of a questionnaire to evaluate mathematics teachers’ beliefs about mathematics, teaching, and learning

Zaida-Mabel Angel-Cuervo; John-Jairo Briceño-Martínez; Andrés Bernal-Ballén

doi:10.29333/ejmste/14447

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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.

Keywords

beliefs about mathematics
beliefs about teaching mathematics
beliefs about learning mathematics
mathematics teachers
diagnosis of beliefs

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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

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How to cite this article

APA

Angel-Cuervo, Z.-M., Briceño-Martínez, J.-J., & Bernal-Ballén, A. (2024). Validation of a questionnaire to evaluate mathematics teachers’ beliefs about mathematics, teaching, and learning. Eurasia Journal of Mathematics, Science and Technology Education, 20(5), em2435. https://doi.org/10.29333/ejmste/14447

Vancouver

Angel-Cuervo ZM, Briceño-Martínez JJ, Bernal-Ballén A. Validation of a questionnaire to evaluate mathematics teachers’ beliefs about mathematics, teaching, and learning. EURASIA J Math Sci Tech Ed. 2024;20(5):em2435. https://doi.org/10.29333/ejmste/14447

AMA

Angel-Cuervo ZM, Briceño-Martínez JJ, Bernal-Ballén A. Validation of a questionnaire to evaluate mathematics teachers’ beliefs about mathematics, teaching, and learning. EURASIA J Math Sci Tech Ed. 2024;20(5), em2435. https://doi.org/10.29333/ejmste/14447

Chicago

Angel-Cuervo, Zaida-Mabel, John-Jairo Briceño-Martínez, and Andrés Bernal-Ballén. "Validation of a questionnaire to evaluate mathematics teachers’ beliefs about mathematics, teaching, and learning". Eurasia Journal of Mathematics, Science and Technology Education 2024 20 no. 5 (2024): em2435. https://doi.org/10.29333/ejmste/14447

Harvard

Angel-Cuervo, Z.-M., Briceño-Martínez, J.-J., and Bernal-Ballén, A. (2024). Validation of a questionnaire to evaluate mathematics teachers’ beliefs about mathematics, teaching, and learning. Eurasia Journal of Mathematics, Science and Technology Education, 20(5), em2435. https://doi.org/10.29333/ejmste/14447

MLA

Angel-Cuervo, Zaida-Mabel et al. "Validation of a questionnaire to evaluate mathematics teachers’ beliefs about mathematics, teaching, and learning". Eurasia Journal of Mathematics, Science and Technology Education, vol. 20, no. 5, 2024, em2435. https://doi.org/10.29333/ejmste/14447