Construction and validation of a questionnaire to assess student satisfaction with mathematics learning materials

Sixth Edition Technological Ecosystems for Enhancing MulticulturalityMathematics is an essential branch for the scientific development and its study is mandatory in most university degrees. However, currently the level of academic performance and motivation of students to learn this science is not the desired one. The students can use different learning tools inside and outside the math classroom, enhancing the quality of the learning materials that are designed essentially to facilitate the learning of mathematics. The present research project aims to determine the validity and reliability of a measurement instrument that allows theassessment of the satisfaction of the students with the availablelearning materials. To fulfill the objectives of this research, the method of survey was used. A study with a quantitative approach was developed, which led to the design and validation of a questionnaire by a group of 7 experts. The validation closed after applying a pilot study with 728 students. It concluded positively, obtaining nine factors that coincide with the revision of the literature: technological quality, quality of content, visual quality, didactic significance, adequacy of content, relationship between theory and practice, involvement, contribution to learning, relevance and interaction between educational actors. The results of this questionnaire provide to the international scientific community with relevant information for the design, selection, and use of study materials in the classrooms, which will contribute to raising the levels of student engagement, and their academic performance in mathematics, secondaril

Beyond the linear standard: What circular models can teach us about teachers’ continuing professional learning needs in Australia, England, Japan and The Netherlands

Accurate identification of teachers’ continuing professional learning (CPL) needs is paramount to create relevant professional development opportunities. How teachers’ CPL needs can best be identified is, however, a question often unaddressed. This study introduces different classes of identification methods: lineardominance, linear-unfolding, and circular-unfolding. The TALIS 2018 data collected from primary education teachers in Australia, England, Japan, and the Netherlands were used to assess exemplar psychometric models for each methodological class. The circular-unfolding method was found to identify teachers’ CPL needs best. Outcomes are related to prior research and linked to cultural dispositions and educational policy contexts of the studied countries