Validation of the Teaching Mathematical Modeling Selfefficacy Scale (TMMSS)
Tipo de documento
Autores
Lista de autores
Stohlmann, Micah y Yang, Yichen
Resumen
Mathematical modeling has many possible benefits for students when implemented in K–12 mathematics instruction. When teachers have positive self-efficacy for mathematical modeling it is more likely they will continue to implement it. In order to measure teacher’s self-efficacy in the context of teaching mathematical modeling the development of an instrument specific to mathematical modeling is needed. The purpose of this study was to develop and validate the Teaching Mathematical Modeling Self-Efficacy Scale (TMMSS) as a tool for measuring perceived teacher preparedness for implementing mathematical modeling. The TMMSS was constructed through a thorough review of the literature regarding K–12 mathematical modeling and prior research on the development of teacher self-efficacy instruments. The participants for this study were from the USA. The TMMSS can be useful for evaluation of mathematical modeling professional development and school-based mathematical modeling research. Keywords: K–12 Teachers; Mathematical Modeling; Self-Efficacy.
Fecha
2021
Tipo de fecha
Estado publicación
Términos clave
Desarrollo del profesor | Modelización | Otro (fundamentos) | Práctica del profesor
Enfoque
Nivel educativo
Educación media, bachillerato, secundaria superior (16 a 18 años) | Educación primaria, escuela elemental (6 a 12 años) | Educación secundaria básica (12 a 16 años)
Idioma
Revisado por pares
Formato del archivo
Volumen
11
Número
3
Rango páginas (artículo)
94-111
ISSN
22380345
Referencias
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