
05311925
j
2008e.00036
Truxaw, Mary P.
Gorgievski, Nicholas
DeFranco, Thomas C.
Measuring K8 teachers' perceptions of discourse use in their mathematics classes.
Sch. Sci. Math. 108, No. 2, 5870 (2008).
2008
Wiley (WileyBlackwell), Hoboken, NJ; School Science and Mathematics Association (SSMA), Stillwater, OK
EN
B50
C70
classroom discourse
teacher perception
teacher attitudes
classroom communication
teaching methods
faculty development
questionnaires
test construction
psychometrics
test validity
test reliability
educational research
doi:10.1111/j.19498594.2008.tb17805.x
Summary: This article documents the development and use of a survey instrument designed to measure K8 mathematics teachers' perceptions about discourse in mathematics classes. In particular, the 5point Likerttype survey sought to address teachers' perceptions of their use of dialogic (dialogue to construct new meaning), univocal (conveying information), and general discourse in their mathematics classes. Factor analysis revealed three reliable factors that were compatible with the original constructs, these include: dialogic discourse ([a3 = .67), univocal discourse (a1 = .83), and general discourse (a2 = .68). These results suggest a framework that could be used to uncover K8 teachers' perceptions of their use of discourse in mathematics instruction, especially if there is interest in tendencies toward univocal or dialogic discourse. In addition to research implications, the survey could be used to inform the design and implementation of teacher professional development that focuses on discourse in mathematics instruction. (Contains 1 figure and 8 tables.) (ERIC)