A More Parsimonious Mathematics Beliefs Scales

摘要: Abstract Beliefs are mental representations of reality that guide peoples' thoughts and behaviors. Originally the Mathematics Scales (MBS) was hypothesized to measure tour subscales. After administering it 123 teachers 54 preservice teachers, factor analysis indicated a three-factor solution more parsimonious 18-item Revised Scale. This shortened version MBS should assist researchers in data collection by (a) shortening time takes administer scale, (b) removing seemingly redundant items, (c) focusing on specific constructs contained within instrument. Introduction have been described defined different ways. bedrock cornerstone at heart our actions (Corey, 1937). best indicators decisions individuals make throughout their lives (Dewey, 1933). classified as instrumental relational approaches situation (Carter & Yackel, 1989). Pajares (1992) proposed beliefs thought behavior often initiated early life maintained lace strong contradictions. These entrenched serve filter through which view world interpret information. All possess about profession, students, how learning place, subject areas they teach. It follows, therefore, teacher practices flow from these beliefs. Teacher defining pedagogical content tasks for processing information relevant those (Nespor, 1987). In Principles Standards School (NCTM, 2000), National Council Teachers state "Effective realize shape students' mathematical dispositions can create rich setting learning" 2000, p.18). controlled influenced Thus implicit discourse, objectives, practices. Many studied mathematics. Teachers' essentially mold classroom teaching, including discourse. "One's conception what mathematics is affects one's be presented. One's manner presenting an indication one believes most essential ... The issue, then, not, way teach? But, really all about?" (Hersh, 1986, p. 13). Researchers (Knapp Peterson, 1995; Vacc, Bright, Bowman, 1998) realized changing took much support. Other also found substantial improvements occur achievement when shift along with (Fennema, Franke, Carpenter, Carey, 1993). Norwood, 1997; Ford, 1994; Lubinski, 1993) compared teachers' addition revealed definite relationship between actual content, students learned individual classrooms (Grant, Hiebert Wearne, Hart, 2002). Clarke (1997) looked held were reflected roles teachers--what did. Students research Carter Norwood believed factors such task orientation, ego extrinsic motivation scales important success. Student responses possibly mirroring Battista (1994) stated who presently teaching used traditional curriculum depicting educators vicious cycle, same taught school. …