Teaching practices, self-efficacy and value with regard to problem solving in mathematics: design and validation of a questionnaire

Abstract

This article presents the design and validation of a questionnaire for mathematics teachers on their perceptions of their own teaching practices and motivational beliefs related to problem solving. We analyzed the responses of 549 teachers who completed the questionnaire. Psychometric analyses provided evidence of reliability and validity based on the internal structure. This is an original instrument because it connects the affective domain with teaching practices in problem solving. It may be useful for both the research and evaluation of professional development or innovative programs. Particularly, it allows the study of the relationships between motivational beliefs and teaching practices in mathematical problem solving.