본 연구의 목적은 초등학교 교사들의 수학적 신념 측정도구를 개발하는 것이다. 초등학교 교사 299명의 수학적 신념을 30문항을 통해 분석하였다: 수학에 대한 신념 12 문항, 수학 교수에 관한 신념 18 문항. 탐색적 요인분석을 통해 (n = 149) 수학적 신념의 요인 구조를 탐색하였다. 또한 확인적 요인분석을 통해 (n = 150) 서로 다른 세 모델의 요인 구조를 비교 분석하였다. 분석 결과 14개 문항으로 구성된 네 개의 요인 구조가 데이타를 가장 잘 설명하는 것으로 나타났다: 전달적 수학관(transmissive view of mathematics), 구성주의적 수학관(constructivist view of mathematics), 전달적 수학 교수관(transmissive view of teaching and learning), 구성주의적 수학 교수관(constructivist view of teaching and learning). 본 연구의 결과를 바탕으로 개발된 측정도구가 초등학교 교사의 수학적 신념을 측정하기 위한 타당성과 신뢰성을 갖춘 것으로 나타났다. 이를 토대로 본 연구의 시사점을 논의하였다.
본 연구의 목적은 초등학교 교사들의 수학적 신념 측정도구를 개발하는 것이다. 초등학교 교사 299명의 수학적 신념을 30문항을 통해 분석하였다: 수학에 대한 신념 12 문항, 수학 교수에 관한 신념 18 문항. 탐색적 요인분석을 통해 (n = 149) 수학적 신념의 요인 구조를 탐색하였다. 또한 확인적 요인분석을 통해 (n = 150) 서로 다른 세 모델의 요인 구조를 비교 분석하였다. 분석 결과 14개 문항으로 구성된 네 개의 요인 구조가 데이타를 가장 잘 설명하는 것으로 나타났다: 전달적 수학관(transmissive view of mathematics), 구성주의적 수학관(constructivist view of mathematics), 전달적 수학 교수관(transmissive view of teaching and learning), 구성주의적 수학 교수관(constructivist view of teaching and learning). 본 연구의 결과를 바탕으로 개발된 측정도구가 초등학교 교사의 수학적 신념을 측정하기 위한 타당성과 신뢰성을 갖춘 것으로 나타났다. 이를 토대로 본 연구의 시사점을 논의하였다.
The purpose of this study was to develop and validate a scale of Korean elementary teachers' mathematics beliefs. We examined 299 elementary teachers' mathematical beliefs using 30 items, out of which 12 items covered beliefs about the nature of mathematics and 18 items covered beliefs about mathema...
The purpose of this study was to develop and validate a scale of Korean elementary teachers' mathematics beliefs. We examined 299 elementary teachers' mathematical beliefs using 30 items, out of which 12 items covered beliefs about the nature of mathematics and 18 items covered beliefs about mathematics teaching and learning. In the first stage, we performed exploratory factor analysis using 149 survey data to examine the factor structure. In the second stage, we performed confirmatory factor analysis using 150 survey data. Building upon previous studies, we examined the construct validity of three different models to find the best factor structure. The study results indicate that the four-factor model with 14 items provides the best fit for the data: transmissive view of mathematics, constructivist view of mathematics, transmissive view of teaching and learning, and constructivist view of teaching and learning. The findings of the study reveal that each factor has adequate internal consistency and reliability. These results confirm that the beliefs scale is a reliable and valid measurement tool to measure Korean elementary teachers' mathematical beliefs. The implications of the study are discussed.
The purpose of this study was to develop and validate a scale of Korean elementary teachers' mathematics beliefs. We examined 299 elementary teachers' mathematical beliefs using 30 items, out of which 12 items covered beliefs about the nature of mathematics and 18 items covered beliefs about mathematics teaching and learning. In the first stage, we performed exploratory factor analysis using 149 survey data to examine the factor structure. In the second stage, we performed confirmatory factor analysis using 150 survey data. Building upon previous studies, we examined the construct validity of three different models to find the best factor structure. The study results indicate that the four-factor model with 14 items provides the best fit for the data: transmissive view of mathematics, constructivist view of mathematics, transmissive view of teaching and learning, and constructivist view of teaching and learning. The findings of the study reveal that each factor has adequate internal consistency and reliability. These results confirm that the beliefs scale is a reliable and valid measurement tool to measure Korean elementary teachers' mathematical beliefs. The implications of the study are discussed.
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문제 정의
The purpose of this study was to develop a new scale measuring elementary teachers’ mathematical beliefs.
The beliefs scale can also be used to examine the effect of professional development and teacher education programs on changing teachers’ beliefs. The results of this study provide a better understanding of mathematical beliefs of Korean elementary teachers.
Therefore, the purpose of this study was to develop a scale measuring elementary teachers’ mathematical beliefs with sufficient sample size and appropriate statistical methods.
가설 설정
Most importantly, the first question of the survey was “Are you currently working as an elementary school teacher?
제안 방법
Although some items of the scale were similar to those of previous scales, the value of the current study was providing additional information on not only factor structures of Korean elementary teachers’ mathematical beliefs but also items of each factor.
Based on reviewers’ comments, we decided to remove 12 items and revised the wording of the remaining 30 items, resulting in 12 items for beliefs about the nature of mathematics and 18 items for beliefs about mathematics teaching and learning.
Last, we performed a reliability analysis to examine the internal consistency of each factor using Cronbach’s alpha.
The findings of this study help researchers measure elementary teachers’ mathematical beliefs more accurately.
Therefore, in this study we implemented a factor analysis of elementary teachers’ mathematical beliefs without dividing them into different constructs.
Table 5 shows the unstandardized and standardized estimates between factors and each item of the third model. To examine the internal consistency of the four factors, we performed a reliability analysis using the total dataset(n = 299). The four factors all had acceptable reliability reaching .
We sequentially implemented EFA, CFA, and reliability analysis to examine the validity and reliability of elementary teachers’ mathematical beliefs scale.
대상 데이터
, 2013). The first item pool comprised a total of 42 items. The scale consisted of 15 items covering beliefs about the nature of mathematics and 27 items covering beliefs about mathematics teaching and learning.
The first subsample used for EFA consisted of 149 teachers, including 18% male and 80.7% female teachers with a no response rate of 1.3%. The second subsample used for CFA consisted of 150 teachers, including 20.
The purpose of this study was to develop a new scale measuring elementary teachers’ mathematical beliefs. To ensure the construct validity of the scale, we performed the EFA and CFA using 299 survey data. After the EFA of the beliefs scale, we found a four-factor structure with 14 items, accounting for 64.
데이터처리
Moreover, we tested the internal consistency and reliability of a belief scale using Cronbach’s alpha coefficients.
이론/모형
com) to recruit more diverse participants. These teachers completed the survey using the online survey system Qualtrics. Although 335 teachers (112 online and 223 offline) participated in the survey, we excluded 36 teachers’ data because they did not complete more than half of the questionnaire.
성능/효과
Moreover, we tested the internal consistency and reliability of a belief scale using Cronbach’s alpha coefficients. The results confirmed that each factor had an acceptable internal consistency and reliability.
127. The results of the third model, consisting of four factors, indicated an adequate fit between the hypothesized model and the observed data with the following model fit indices: x2(68, n = 150) = 95.742, p = .015, CFI = .946, TLI = .928, and RMSEA = 0.052. Based on the comparison among the three models, we concluded that the four-factor model provides a better fit for the data than does a model hypothesizing two factors.
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