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Learning Environments Research
Erschienen in: Learning Environments Research 1/2014

01.04.2014 | Original Paper

Evaluating the structure of the Mathematics Teacher Questionnaire: A measure of exposure to mathematics instructional practices and content

verfasst von: Erin R. Ottmar, Timothy R. Konold, Robert Q. Berry, David W. Grissmer, Claire E. Cameron

Erschienen in: Learning Environments Research | Ausgabe 1/2014

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Abstract

Psychometric properties of 24 items from the fifth grade Early Childhood Longitudinal Study-Kindergarten Cohort Mathematics Teacher Questionnaire were investigated in a sample of 5,181 participants. These items asked teachers to report how often they had their classroom students engage in different mathematics content, skills and instructional practices. Exploratory factor analyses were employed to evaluate the underlying factor structure of the selected items. Results suggest that these items effectively measure three distinct latent constructs that are specific to mathematics instruction: Instructional Practices for Teaching Mathematics, Developing Number Sense, and Beyond Number Sense. These results support the use of this instrument as a guide for research and policy, or to inform teacher curriculum decisions.
Vorheriger Artikel Teachers’ attitudes towards inclusion, perceived adequacy of support and classroom learning environment
Nächster Artikel Changing the metacognitive orientation of a classroom environment to enhance students’ metacognition regarding chemistry learning

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Metadaten
Titel
Evaluating the structure of the Mathematics Teacher Questionnaire: A measure of exposure to mathematics instructional practices and content
verfasst von
Erin R. Ottmar
Timothy R. Konold
Robert Q. Berry
David W. Grissmer
Claire E. Cameron
Publikationsdatum
01.04.2014
Verlag
Springer Netherlands
Erschienen in
Learning Environments Research / Ausgabe 1/2014
Print ISSN: 1387-1579
Elektronische ISSN: 1573-1855
DOI
https://doi.org/10.1007/s10984-013-9147-5

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