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Design and Development of International Context Questionnaires for Mathematics Teachers and Pupils

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The First Five Years of Teaching Mathematics (FIRSTMATH)

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Abstract

The FIRSTMATH research team developed two questionnaires to obtain information about the contexts of teaching and learning. These included the beginning teacher context questionnaire for beginning mathematics teachers working in primary and secondary schools, and the pupil context questionnaire for pupils in the primary (3 to 6) and secondary (7 to 12) grades. In this chapter we describe the conceptualization, and development of the questionnaires used in the study as well as approaches to analyze and interpret the data collected.

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Authors and Affiliations

  1. Mary Lou Fulton Teachers College, Arizona State University, Tempe, AZ, USA

    Maria Teresa Tatto

  2. Educational Psychology, University of Minnesota, Minneapolis, MN, USA

    Michael C. Rodriguez

  3. College of Education, Michigan State University, East Lansing, MI, USA

    Mark D. Reckase

  4. Center for Science, Mathematics & Computer Education, University of Nebraska-Lincoln, Lincoln, NE, USA

    Wendy M. Smith

  5. Faculty of Mathematics and Informatics, the University of Sofia, Institute of Mathematics and Informatics, Bulgarian Academy of Sciences, Sofia, Bulgaria

    Kiril Bankov

  6. Oakland Community College, East Lansing, MI, USA

    James Pippin

Authors
  1. Maria Teresa Tatto
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  2. Michael C. Rodriguez
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Tatto, M.T., Rodriguez, M.C., Reckase, M.D., Smith, W.M., Bankov, K., Pippin, J. (2020). Design and Development of International Context Questionnaires for Mathematics Teachers and Pupils. In: The First Five Years of Teaching Mathematics (FIRSTMATH). Springer, Cham. https://doi.org/10.1007/978-3-030-44047-3_5

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  • DOI: https://doi.org/10.1007/978-3-030-44047-3_5

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  • Print ISBN: 978-3-030-44046-6

  • Online ISBN: 978-3-030-44047-3

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