Envisioning My Mathematics Classroom: Validating the Draw-a-Mathematics-Teacher-Test Rubric

Autor/inn/en	Utley, Juliana; Reeder, Stacy; Redmond-Sanogo, Adrienne
Titel	Envisioning My Mathematics Classroom: Validating the Draw-a-Mathematics-Teacher-Test Rubric
Quelle	In: School Science and Mathematics, 120 (2020) 6, S.345-355 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Utley, Juliana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12426
Schlagwörter	Freehand Drawing; Cognitive Tests; Projective Measures; Personality Measures; Mathematics Teachers; Preservice Teachers; Elementary School Teachers; Student Attitudes; Beliefs; Test Validity; Draw a Person Test + Suchen Sie Ihr Suchwort? Drawing; Zeichnen; Kognitiver Fähigkeitstest; Projective test; Projektiver Test; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Schülerverhalten; Belief; Glaube; Testvalidität
Abstract	Teachers need the opportunity to reflect, rethink, and adapt as they continually develop their image of their role in their mathematics classrooms. Thus, the purpose of this research was to examine how the Draw-a-Mathematics-Teacher-Test (DAMTT) and rubric can be used to assess preservice elementary teachers' images of and beliefs about their future mathematics classrooms and validate the Draw-a-Math-Teacher-Test-Rubric (DAMTT-R). Results suggest that the DAMTT-R is a valid measure and yields consistent results. Additionally, analysis of preservice elementary teachers' (PETs) DAMTT revealed that only slightly more than one-third (36.9%) drew a picture and described their classroom in such a way that it reflected beliefs aligned with student-centered pedagogic practices. While mathematics educators may aim for the majority of PETs to leave their programs having developed beliefs aligned with and supportive of student-centered pedagogic practices, the results of this study revealed that 25% of PETs held beliefs that align with teacher-centered pedagogic practices. Lastly, 38.1% of the PETs reflected beliefs about their pedagogic practices, as measured by the DAMTT and the DAMTT-R, aligned with a transition between teacher-centered and student-centered. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01