Teacher Beliefs about Mathematics Teaching and Learning: Identifying and Clarifying Three Constructs

Autor/inn/en	Schoen, Robert C.; LaVenia, Mark
Titel	Teacher Beliefs about Mathematics Teaching and Learning: Identifying and Clarifying Three Constructs
Quelle	In: Cogent Education, 6 (2019) 1, Artikel 1599488 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schoen, Robert C.) ORCID (LaVenia, Mark) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2019.1599488
Schlagwörter	Teacher Attitudes; Beliefs; Mathematics Instruction; Mathematics Teachers; Elementary School Mathematics; Test Construction; Test Validity; Test Items; Questionnaires; Problem Solving; Teaching Methods; Word Problems (Mathematics); Mathematics Skills; Knowledge Level; Planning; Grade 1; Grade 2; Test Bias; Test Reliability; Goodness of Fit; Florida + Suchen Sie Ihr Suchwort? Lehrerverhalten; Belief; Glaube; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Elementare Mathematik; Schulmathematik; Testaufbau; Testvalidität; Test content; Testaufgabe; Fragebogen; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Textaufgabe; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Wissensbasis; Ablaufplanung; Planungsprozess; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Testkritik; Testreliabilität
Abstract	Scholars have long argued that individuals' beliefs influence their behaviors and the decisions they make throughout their lives. Focusing on beliefs as a cognitive construct, the purpose of this study was to identify several key beliefs about mathematics teaching and learning held by practicing elementary mathematics teachers. An iterative process of literature review, item development and adaptation, expert review of items, and cognitive interviews resulted in 55 items and 5 hypothesized belief constructs. After using the items in a questionnaire completed by more than 200 practicing teachers in two waves of data collection, we modeled the response data using a multiphase process in pursuit of parsimony and a clear factor structure. The resulting 21-item questionnaire provides an alternative measure of Transmissionist beliefs about teaching and a first way to measure two new constructs in teacher beliefs research: Facts First and Fixed Instructional Plan. [For the corresponding grantee submission, see ED599648.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01