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首页> 外文期刊>Journal of applied measurement >A Practitioner's Instrument for Measuring Secondary Mathematics Teachers' Beliefs Surrounding Learner-Centered Classroom Practice
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A Practitioner's Instrument for Measuring Secondary Mathematics Teachers' Beliefs Surrounding Learner-Centered Classroom Practice

机译：衡量以学习者为中心的课堂实践周围的中学数学老师的信念的从业人员工具

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摘要

In this paper we present the development and validation of a Mathematics Teaching Pedagogical and Discourse Beliefs Instrument (MTPDBI), a 20 item partial-credit survey designed and analyzed using Rasch measurement theory. Items on the MTPDBI address beliefs about the nature of mathematics, teaching and learning mathematics, and classroom discourse practices. A Rasch partial credit model (Masters, 1982) was estimated from the pilot study data. Results show that item separation reliability is .96 and person separation reliability is .71. Other analyses indicate the instrument is a viable measure of secondary teachers' beliefs about reform-oriented mathematics teaching and learning. This instrument is proposed as a useful measure of teacher beliefs for those working with pre-service and in-service teacher development.
机译：在本文中，我们介绍了数学教学法和话语信念工具（MTPDBI）的开发和验证，该工具是一项使用Rasch测量理论设计和分析的20项部分学分调查。 MTPDBI上的项目表达了对数学性质，教与学数学以及课堂话语实践的信念。根据试点研究数据估算了Rasch部分信用模型（Masters，1982）。结果表明，项目分离可靠性为0.96，人员分离可靠性为0.71。其他分析表明，该工具是衡量中学教师关于改革型数学教学的信念的可行方法。提出该工具是对从事职前和在职教师发展工作的教师的一种有效的教师信念度量。

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