While there does seem to be widespread consensus that teachers’ beliefs and concepts influence the way they teach, even the most recent... Show moreWhile there does seem to be widespread consensus that teachers’ beliefs and concepts influence the way they teach, even the most recent international studies suggest that research-based evidence for this consensus is limited. In an effort to enlarge and enhance the pool of evidence that shows specific relationships between teacher beliefs and practice, the present author undertook to write an attitude survey and interview protocol that identifies and distinguishes teachers’ concepts on eight different aspects of NOMK. Such a survey seems to be a natural first step to providing evidence for the larger question of which beliefs correlate to what teacher behaviors. Eight NOMK aspects were identified and defined based on a review of over 68 resources including twelve that contained an existing assessment addressing NOMK concepts. While superficial inspection of the assessments referenced may suggest that the best solution may be to use an existing assessment or to compile a list of items from these various assessments and use that to assess NOMK, the researcher suggests four major issues that would suggest otherwise. The items of the assessment and the assessment as a whole were validated through several steps. First, the author started with over 40 survey items, distributed evenly over her eight aspects and including both Likert-type and open-ended items. Second, the items were randomized and distributed to practicing mathematics teachers for their feedback. Third, the items were revised and sent back out to teachers for additional feedback. Fourth, the resulting survey was piloted with over 20 community college teachers. Fifth, their responses were coded, and the open-ended items were coded by xii rubric and confirmed by a second coder. Sixth, the survey was revised once again and piloted to another sample of 20 with similar analysis. Finally, she conducted several forms of qualitative and quantitative analysis to cull down the items to those that produced the most valid and reliable survey items set possible. The resulting survey addresses six of the eight aspects proposed by the researcher and includes both Likert-type and open-ended items intended to be confirmed and clarified through interview. The researcher suggests further research be done in order to design items that validly and reliably identify teachers’ concepts of NOMK on the remaining two aspects. PH.D in Mathematics Education, December 2012 Show less
