Design and validation of a questionnaire to explore the geometric work of mathematics teachers

Carolina Henríquez-Rivas 1 * , Andrea Vergara-Gómez 1
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1 Centro de Investigación en Educación Matemática y Estadística (CIEMAE), Facultad de Ciencias Básicas, Universidad Católica del Maule, Talca, CHILE
* Corresponding Author
EUR J SCI MATH ED, Volume 13, Issue 2, pp. 103-118. https://doi.org/10.30935/scimath/16161
Published Online: 12 March 2025, Published: 01 April 2025
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ABSTRACT

Although research highlights the importance of analyzing the geometric work of teachers, there are few validated instruments in this line. This study presents the processes of design and validation of a forced-choice questionnaire that allows the characterization, from a theoretical basis, of how geometry teachers organize their teaching practice. From the theoretical perspective of mathematical working spaces, dimensions and subdimensions were structured. Content validation was achieved by submitting the questionnaire for expert judgment. To analyze the internal consistency, Aiken’s V coefficient and Kendall’s coefficient of concordance were used. The results permitted the general structure of the instrument to be maintained. The final version of the instrument consists of 23 items organized into 3 theoretically sustained dimensions, allowing the exploration of geometry teaching practices among mathematics teachers.
Keywords: questionnaire, secondary education, geometry, teachers, mathematical working spaces

CITATION

Henríquez-Rivas, C., & Vergara-Gómez, A. (2025). Design and validation of a questionnaire to explore the geometric work of mathematics teachers. European Journal of Science and Mathematics Education, 13(2), 103-118. https://doi.org/10.30935/scimath/16161

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