## Abstract

Investigating teachers’ knowledge about the nature of mathematics and their viewpoints about the teaching and learning of mathematics is important as it has a great influence on what they do in classrooms. This paper describes the two phases of the development and validation process of an instrument named as Mathematics Teacher Survey Questionnaire (MTSQ) developed to determine Pakistani teachers’ knowledge about the nature of mathematics, its influence on their viewpoints about the teaching and learning of mathematics. Phase one includes item writing, item analysis and item administration whereas phase two includes the tool validation process using Cronbach’s alpha and content validity to ensure the developed tool is reliable and valid. An acceptable score of reliability indicates that MTSQ is an appropriate tool to investigate teachers’ knowledge about the nature of mathematics and how the teachers’ viewpoints are shaped. Exploratory Factor Analysis (EFA) was conducted on 37 items scale by administered to 200 teachers from public and private schools in Karachi, Pakistan.

Original language | Undefined/Unknown |
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Journal | Institute for Educational Development, Karachi |

Publication status | Published - 31 Aug 2023 |