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The Development of an Instrument to Measure Preservice Teachers' Attitudes about Discourse in the Mathematics Classroom

机译：在数学课堂中测量职前教师话语态度的工具的开发

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This study explored the themes that comprise preservice teachers 'attitudes regarding discourse in the K-12 mathematics classroom. The initial development of the theory underlying preservice teachers 'attitudes regarding mathematical discourse is documented through the development of a 5-point Likert instrument. Analysis of the Preservice Teachers 'Attitudes About Discourse in the Mathematics Classroom (PADM) Instrument (N = 277) resulted in three reliable factors: Promoting Mathematical Reasoning (α_1 = .85), Examining Complex Mathematical Concepts (α_2 = .81), and Valuing Students' Mathematical Ideas (α_3 = .85). These results suggest a framework that mathematics educators can employ to address preservice teachers'attitudes regarding discourse in an effort to support their implementation of reform-based discourse in the teaching of mathematics in their future classrooms.
机译：这项研究探索了主题，这些主题包含了岗前教师在K-12数学课堂中关于话语的态度。通过开发五点式李克特仪器，记录了职前教师关于数学话语态度的理论的初步发展。对职前教师在数学课堂（PADM）仪器中的话语态度进行分析（N = 277）得出三个可靠的因素：促进数学推理（α_1= .85），检查复杂的数学概念（α_2= .81）和重视学生的数学观念（α_3= .85）。这些结果提出了一个框架，数学教育者可以采用该框架来解决职前教师关于话语的态度，以支持他们在未来的课堂中在数学教学中实施基于改革的话语。

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