A Scale for Measuring Teachers’ Mathematics-Related Beliefs: A Validity and Reliability Study

Purnomo, Yoppy Wahyu

doi:10.12973/iji.2017.1022a

Cited by 14 publications

(14 citation statements)

References 11 publications

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“…Dionne, 1984;Ernest, 1989;Grigutsch, Raatz, & Törner, 1998). In addition, dynamic belief which is a category of the nature of mathematics of Purnomo's (2017) study is parallel to progress-oriented mathematics view, and relevant belief -in Purnomo's studyis parallel to function-oriented mathematical view in the present study. Moreover, daily life which is a factor of a questionnaire which was developed to determine the philosophical thoughts about the nature of mathematics of pre-service teachers by Sanalan et all.…”

Section: Discussionmentioning

confidence: 51%

A Belief Questionnaire about the Nature of Mathematics for Turkish Preservice Mathematics Teachers: An Exploratory Mixed Methods Study

Akyildiz

Dede

2019

Adıyaman Üniversitesi Eğitim Bilimleri Dergisi

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The purpose of this study is to develop a highly valid and reliable scale which determines pre-service mathematics teachers' beliefs towards the nature of mathematics. The study was carried out using the exploratory mixed methods. The qualitative research design of the study was conducted with a single case study and the quantitative research design was carried out with a descriptive survey study. The participants of the qualitative part of the study are 53 senior pre-service mathematics teachers, selected by convenient sampling method. The quantitative part of the study comprises 499 participants, who are pre-service mathematics teachers, selected by convenient sampling method. The data in the qualitative part of the study were collected through a feedback form which has two open-ended questions. The analysis of qualitative data was conducted by means of semantic content analysis. The results of the qualitative analysis of the study revealed that the mathematical beliefs of pre-service teachers are divided into four categories: tool-oriented, aim-oriented, progress-oriented, and function-oriented mathematical beliefs. Scale items were written based on these four categories and other relevant scale items in the literature were not used at this stage. Validity-reliability studies, exploratory factor analysis, 27% upper and lower group comparisons, item-total correlation and Cronbach's Alpha values were calculated by applying the scale items obtained from this process to the pre-service teachers. The results of the study reveal a two-factor scale with a high validity and reliability.

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Section: Discussionmentioning

confidence: 51%

A Belief Questionnaire about the Nature of Mathematics for Turkish Preservice Mathematics Teachers: An Exploratory Mixed Methods Study

Akyildiz

Dede

2019

Adıyaman Üniversitesi Eğitim Bilimleri Dergisi

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“…This research used the criteria of Chi-Square statistic, the degree of freedom and p-value to be reported. In addition to that, normed Chi-Square (NC), root mean square error of approximation (RMSEA), normed-fit index (NFI), comparative fit index (CFI), and Tucker-Lewis index (TLI) were also reported using statistical criteria with a threshold in each index which are summarized in Table 1 (Purnomo, 2017a).…”

Section: B Methodsmentioning

confidence: 99%

“…The use of those instruments was also limited to a small sample and more interpretative results. Several researchers (Purnomo, 2017a;Swan, 2006) agreed that the use of questionnaires is critical to strengthen evaluation tools and also as a reflection of practices in mathematics class, especially for a larger sample.…”

Section: A Introductionmentioning

confidence: 99%

The consistency between professed teaching practices and assessment practices: A case in mathematics class

Purnomo¹,

Kaur²,

Ismail³

et al. 2018

BetaJTM

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[English]: The purpose of this research was to (1) develop scales for measuring teaching practices and assessment practices in mathematics class; (2) identify the profile of teaching practices and assessment practices in mathematics class; and (3) examine the consistency between relevant factors in teaching practices and assessment practices in mathematics class. The methods of cross-sectional surveys and a scale development study were used to achieve that purpose. The participants in this research included two sample groups of primary school teachers in Jakarta. The first sample consisted of 252 teachers and the second sample consisted of 325 teachers. This research found that there were two factors in each dimension of teachers’ practices in mathematics class. Teaching practices included the relational and instrumental practices, while the assessment practices included the assessment for learning and assessment of learning. This research also found that most of the teachers leaned toward traditional practices for both teaching practices and assessment practices, and that there was a consistency between relevant factors in those teaching and assessment practices. A more detailed discussion can be found in the findings and discussion section. Keywords: Assessment practices, Teaching practices, Mathematics class, Scale development study, Cross-sectional Survey [Bahasa]: Penelitian ini bertujuan untuk (1) mengembangkan sebuah skala untuk mengukur praktik mengajar dan penilaian di kelas matematika; (2) mengidentifikasi profil praktik mengajar dan praktik penilaian di kelas matematika; dan (3) mengkaji konsistensi antar faktor-faktor yang bersesuaian pada praktik mengajar dan penilaian di kelas matematika. Metode survei cross-sectional dan studi pengembangan skala digunakan untuk menggapai tujuan tersebut. Partisipan dalam penelitian ini mencakup dua kelompok sampel guru sekolah dasar di Jakarta. Sampel pertama adalah 252 guru dan sampel kedua adalah 325 guru. Temuan penelitian ini mendapati terdapat dua faktor di setiap dimensi praktik guru di kelas matematika. Praktik mengajar mencakup faktor praktik relasional dan instrumental, sedangkan praktik penilaian mencakup faktor praktik assessment for learningdan assessment of learning. Penelitian ini juga menemukan bahwa sebagian besar guru mengarah pada praktik-praktik tradisional baik praktik mengajar maupun praktik penilaian, dan terdapat konsistensi antar faktor yang bersesuaian pada praktik mengajar dan penilaian tersebut. Diskusi lebih detail dapat ditemukan pada bagian hasil dan pembahasan. Kata kunci: Praktik penilaian, Praktik mengajar, Kelas Matematik, Studi Pengembangan Skala, Survei cross-sectional NB: PDF version of this article will be available in maximum two weeks after this publication

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“…Some another researches divided mathematical beliefs about mathematics learning, beliefs about mathematics teaching and beliefs about the effectiveness of learning and teaching mathematics. While, some other researches defined beliefs about mathematics nature and mathematics assessment as dimensions of beliefs about mathematics (Aljaberi & Gheith, 2018;Memnun & Katranci, 2012;Purnomo, 2017).…”

Section: Measuring Teachers' Beliefs About Mathematicsmentioning

confidence: 99%

The Development and Validation of Mathematical Thinking Beliefs (MTB) Instrument

Osman

Alhunaini

Abdurab

2021

EURASIA J Math Sci Tech Ed

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Mathematical thinking beliefs are a significant element in supporting teachers' practices of learning and teaching school mathematics. Most prior researches on mathematics beliefs have focused on teachers' beliefs about learning and teaching mathematics in general. This research aimed to validate a Mathematical Thinking Belief instruments (MTB). The instrument was distributed to 523 mathematics teachers in Omani public schools. These teachers were asked to write their opinion in an instrument with a 5-point Likert scale. Exploratory factor analysis and confirmatory factor analysis have been applied to test the MTB using AMOS 25.0. All constructs show acceptable internal consistency reliability. The model meet a good model fit for the mathematical thinking beliefs measurement model through different fit index tests such as CMINDF, CFI, GFI, SRMR, RMSEA, and TLI. The results show that all indices of fit criteria were achieved. It is also indicated that acceptable validity, construct reliability and variance extracted values.

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A Scale for Measuring Teachers’ Mathematics-Related Beliefs: A Validity and Reliability Study

Cited by 14 publications

References 11 publications

A Belief Questionnaire about the Nature of Mathematics for Turkish Preservice Mathematics Teachers: An Exploratory Mixed Methods Study

A Belief Questionnaire about the Nature of Mathematics for Turkish Preservice Mathematics Teachers: An Exploratory Mixed Methods Study

The consistency between professed teaching practices and assessment practices: A case in mathematics class

The Development and Validation of Mathematical Thinking Beliefs (MTB) Instrument

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