000 03425nam a22005535i 4500
001 978-3-658-30023-4
003 DE-He213
005 20210304013828.0
007 cr nn 008mamaa
008 200406s2020 gw | s |||| 0|eng d
020 _a9783658300234
024 7 _a10.1007/978-3-658-30023-4
_2doi
040 _cМУБИС
050 4 _aLC8-6691
072 7 _aJNU
_2bicssc
072 7 _aEDU029010
_2bisacsh
072 7 _aJNU
_2thema
072 7 _aPB
_2thema
082 0 4 _a370
_223
100 1 _aSafrudiannur.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aMeasuring Teachers’ Beliefs Quantitatively
_h[electronic resource] :
_bCriticizing the Use of Likert Scale and Offering a New Approach /
_cby Safrudiannur.
250 _a1st ed. 2020.
264 1 _aWiesbaden :
_bSpringer Fachmedien Wiesbaden :
_bImprint: Springer Spektrum,
_c2020.
300 _aXXI, 163 p. 17 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aKölner Beiträge zur Didaktik der Mathematik,
_x2661-8257
520 _aThe use of Likert scale instruments for measuring teachers’ beliefs is criticized because of amplifying social desirability, reducing the willingness to make differentiations, and often providing less or no contexts. Those weaknesses may distort teachers’ responses to a Likert scale instrument, causing inconsistencies between their responses and their actions. Therefore, the author offers an alternative approach by employing rank-then-rate items and considering students’ abilities as one of the factors affecting teachers’ beliefs. The results confirm that the offered approach may give a better prediction about teachers’ beliefs than does a Likert scale instrument. Contents The Relationship Between Teachers’ Beliefs and Their Practices Measuring Teachers’ Beliefs and Some Problems in the Measurements Target Groups Scholars and students of mathematics education Teachers of mathematics in secondary schools About the Author Safrudiannur is a researcher and lecturer in the field of mathematics education at the Mulawarman University, Indonesia. From 2015 to 2020, he was a research fellow at the University of Cologne in Germany.
650 0 _aMathematics—Study and teaching .
650 0 _aMathematics.
650 0 _aStatistics .
650 0 _aApplied mathematics.
650 0 _aEngineering mathematics.
650 1 4 _aMathematics Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O25000
650 2 4 _aMathematics, general.
_0https://scigraph.springernature.com/ontologies/product-market-codes/M00009
650 2 4 _aStatistics, general.
_0https://scigraph.springernature.com/ontologies/product-market-codes/S0000X
650 2 4 _aApplications of Mathematics.
_0https://scigraph.springernature.com/ontologies/product-market-codes/M13003
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783658300227
776 0 8 _iPrinted edition:
_z9783658300241
830 0 _aKölner Beiträge zur Didaktik der Mathematik,
_x2661-8257
856 4 0 _uhttps://doi.org/10.1007/978-3-658-30023-4
942 _2ddc
_cEBOOK
999 _c102382
_d102382