Abstract
As mathematics teacher educators, it is imperative that we have high-quality tools that conceptualize and operationalize mathematics instruction for large-scale examination. We first describe existing instructional practice survey scales, including their conceptualization of practice and related validity evidence. We then present the framework and initial validity evidence for our mathematics instructional practice survey. Survey participants were inservice teachers in a statewide mandated mathematics professional development course. Statistical analyses indicate the items measure two constructs: social-constructivist and transmission-based instructional practice. Of particular interest is the result that these two constructs were negligibly correlated. This is in contrast to the generally accepted notion that social-constructivist and transmission-based instructional practices are the two polar ends of a single construct for describing instructional practice.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
