Using Multiple Perspectives and Data Sources to Validate a Pre-K Mathematics Teacher Practices Survey (Poster 37)

• In Event: AERA Poster Session Eleven
  In Poster Session: Research in Mathematics Education SIG Poster Session

Abstract

Although PreK mathematics has been shown to predict students’ success in later mathematics and other cognitive domains, there has been little study of what PreK teachers actually teach in terms of mathematics in their classrooms. When such research is conducted, it is through observational methods as no self-report instruments currently exist for teachers at this grade level. This study provides multiple sources of validity evidence for a PreK Mathematics Teaching Practices (PK-MTP) survey. Both qualitative and quantitative data sources from numerous stakeholders and experts were used to inform PK-MTP development and validation through a rigorous design-based research process.

Authors

• Toni A. May (Sondergeld), Drexel University
  Presenting Author

• Kathleen Provinzano, Binghamton University - SUNY
  Presenting Author

• Kristin L.K. Koskey, Drexel University
  Non-Presenting Author

• Dara N. Bright, Drexel University
  Non-Presenting Author

• Tiffani D Hurst, Drexel University
  Non-Presenting Author