Page 126 - Children’s mathematical development and learning needs in perspective of teachers’ use of dynamic math interviews

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Chapter 4
and using these connections to support lesson goals, 6) focus on planning, 7) problem-solving processes, and 8) metacognitive skills (see Appendix A). The internal consistency of the ICALT and the supplemental scale (ICALT+S) used in the present study was good at all four timepoints (range of α 0.85-0.86). The internal consistency of all subscales in the study was also good (range of α 0.85 and higher).
Teachers’ self-efficacy. The Dutch online version (Goei & Schipper, 2016) of the long form of the Teachers’ Sense of Self Efficacy Scale (TSES; Tschannen-Moran, & Woolfolk-Hoy, 2001) was used to measure teachers’ self-efficacy with respect to the teaching of mathematics. The questionnaire contained 24 items divided among three subscales. They were efficacy for student engagement, efficacy for instructional strategies and efficacy for classroom management. The teachers responded to a 9-point scale ranging from 1 (= not at all) to 9 (= a great deal). The reliability of the study was good. The Cronbach’s alpha score was 0.86 at all four timepoints.
Teachers’ mathematical knowledge for teaching. Teachers’ beliefs in their mathematical knowledge were measured with a Teachers’ Sense of Mathematical Knowledge for Teaching Questionnaire (TSMKTQ; Kaskens et al., 2016; see Appendix B)) – an online questionnaire developed for the current study. The 38 questions were focused on teachers’ pedagogical content knowledge, subject matter knowledge or specialized content knowledge. Teachers rated all items of the questionnaire on a 4-point response scale, ranging from 1 (= to a very small extent) to 4 (= to a very large extent). The internal consistency of the TSMKTQ was good. The Cronbach’s alpha was 0.86 at all four timepoints measured.
Procedure
After participants were recruited, an information meeting was organized in two regions of the Netherlands. The teachers were given printed information about the study and a fact sheet about the data collection methods to be used. The teachers gave email consent to be observed and video-recorded giving a mathematics lesson. As part of the larger, longitudinal research project (Kaskens et al., 2020), teacher competency data were obtained at four measurement timepoints (see Figure 1).