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RESEARCH PAPER
Validation of a questionnaire to evaluate mathematics teachers’ beliefs about mathematics, teaching, and learning
1
Facultad de Educación, Universidad Antonio Nariño, Bogotá, COLOMBIA
2
Secretaría de Educación Distrital Bogotá, Bogotá, COLOMBIA
Online publication date: 2024-04-08
Publication date: 2024-05-01
EURASIA J. Math., Sci Tech. Ed 2024;20(5):em2435
KEYWORDS
beliefs about mathematicsbeliefs about teaching mathematicsbeliefs about learningmathematicsmathematics teachersdiagnosis of beliefs
ABSTRACT
The study of mathematics teachers’ beliefs has become a significant research area in recent
decades; however, more robust and reliable instruments are needed to assess these beliefs. This
paper reports the design and validation of a multiple-choice questionnaire to assess mathematics
teachers’ beliefs about mathematics, teaching, and learning. It began with a systematic review of
existing questionnaires, followed by an evaluation of the instrument’s content validity using
Aiken’s V by seven expert judges. Finally, a total of 199 in-service mathematics teachers completed
the instrument, demonstrating construct validity through confirmatory factor analysis and internal
consistency. These results indicate that the instrument is reliable and valid for assessing
mathematics teachers’ beliefs and identifying three teaching profiles: instrumentalists, platonists,
and problem-solving.
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