Knowledge of Mathematical Development Survey: Testing the Validity and Reliability of the Survey and Interpreting Its Results

Authors

  • Linda M. Platas University of California, Berkeley

DOI:

https://doi.org/10.55370/hsdialog.v17i1.123

Keywords:

Mathematical Development, Early Childhood Education, Professional Development, Preschool Curriculum, Preschool Teachers, Measurement

Abstract

The Knowledge of Mathematical Development Survey was developed to measure early childhood teachers’ knowledge of early mathematical development.  Measurement properties of the instrument were evaluated through multiple phases of development, including two pilot studies and a final study with 346 pre- and inservice preschool teachers across three states. Validity of the instrument was investigated through content and concurrent measures of validity.  Methods included cognitive interviews, literature reviews, and interviews with experts in the field, as well as statistical procedures such as analyses of variance between well-defined groups of pre- and inservice teachers. Cronbach’s alpha coefficients were examined for both the total sample and a subset of three cohorts in order to estimate internal consistency reliability.  The study provided preliminary evidence for adequate reliability and validity of the Knowledge of Mathematical Survey.  Findings revealed two predictors of teachers’ knowledge of mathematical development, classroom experience and completion of a course in mathematical development. Potential applications include evaluation of the impact of early childhood education teacher preparation programs and professional development interventions.

Author Biography

Linda M. Platas, University of California, Berkeley

Graduate School of Education

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Published

2013-09-04

Issue

Vol. 17 No. 1

Section

Research Articles

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