Development and Initial Validation Efforts of a Survey of Frequency of Mathematics Instructional Practice

• In Event: Research on Issues in Teacher Education and Teacher Practice

Abstract

The purpose of this study was to develop a survey of mathematics instructional practice and provide initial validation of the theoretical and psychometric properties. The participants were inservice teachers enrolled in a state-mandated three credit mathematics professional development course during spring and summer 2013. Factor analysis revealed a two factor structure of behaviorist and social-constructivist instructional practices. Further analyses revealed that while distinct, these two perspectives of instructional practice were only weakly related prior to (r= -.11) and not significantly correlated at the conclusion of the course. In addition, t-tests of participants’ instructional practice prior to and after the course indicate significant differences, demonstrating the potential for the survey items to capture change as a result of professional development.

Authors

• Michele Carney, Boise State University

• Jonathan L. Brendefur, Boise State University

• Gwyneth Hughes, Boise State University

• Keith W. Thiede, Boise State University