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Developing a Measure of Middle School Math Teachers' Pedagogical Content Knowledge for Computational Thinking. REL 2026-007

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Title: Developing a Measure of Middle School Math Teachers' Pedagogical Content Knowledge for Computational Thinking. REL 2026-007
Language: English
Authors: Eben B. Witherspoon (ORCID 0000-0003-0987-3679), Maria Dracopoli (ORCID 0009-0005-6625-0891), Mariesa Hawkins (ORCID 0009-0000-9102-9375), Katie Dahlke (ORCID 0009-0009-4966-0214), National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), Regional Educational Laboratory Midwest (ED/IES), American Institutes for Research (AIR)
Source: Regional Educational Laboratory Midwest. 2026.
Availability: Regional Educational Laboratory Midwest. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: https://ies.ed.gov/ncee/edlabs/regions/midwest/default.aspx
Peer Reviewed: Y
Page Count: 12
Publication Date: 2026
Contract Number: 91990022C0011
Intended Audience: Administrators; Researchers
Document Type: Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Middle School Teachers, Mathematics Teachers, Pedagogical Content Knowledge, Computation, Thinking Skills, Urban Schools, Knowledge Level, Mathematics Instruction, Test Construction, Teacher Surveys, Test Validity, Test Reliability, Test Bias, Teacher Characteristics
Abstract: Computational thinking (CT) practices, including reasoning, spatial thinking, and problem solving, are associated with greater achievement in middle school math. However, there are no tools to measure teachers' knowledge and skills in integrating CT practices into middle school math instruction that have strong evidence of validity and reliability. Such tools could help state and district leaders identify and support teachers' understanding and use of CT practices to improve students' math achievement. To address this need, the Regional Educational Laboratory Midwest collaborated with two large urban school districts to develop and test a 16-item survey of teachers' knowledge of how to integrate CT practices into middle school math instruction. Content experts in both math and CT, along with in-service math coaches and teachers, reviewed the survey items and confirmed the survey's face and content validity. Structural validity and internal consistency reliability analyses support the use of the 16-item survey as an overall measure of CT pedagogical content knowledge. Differential item functioning analyses identified some survey items that functioned differently for teachers with different characteristics, such as gender and teaching experience, suggesting a need for refining these items to ensure consistent interpretation. However, the overall measure functioned consistently between the groups of teachers examined. Overall, the findings provide evidence for the validity and reliability of a novel measure of teachers' knowledge of how to integrate CT practices into middle school math instruction. School and district leaders can use this measure to identify professional learning needs related to CT practices. Education researchers can also use the measure to evaluate professional development programs that aim to improve teachers' integration of CT practices into math instruction.
Abstractor: As Provided
IES Funded: Yes
IES Publication: https://ies.ed.gov/use-work/resource-library/report/descriptive-study/developing-measure-middle-school-math-teachers-pedagogical-content-knowledge-computational-thinking
Entry Date: 2026
Accession Number: ED680153
Database: ERIC
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  Data: Developing a Measure of Middle School Math Teachers' Pedagogical Content Knowledge for Computational Thinking. REL 2026-007
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  Data: <searchLink fieldCode="AR" term="%22Eben+B%2E+Witherspoon%22">Eben B. Witherspoon</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0987-3679">0000-0003-0987-3679</externalLink>)<br /><searchLink fieldCode="AR" term="%22Maria+Dracopoli%22">Maria Dracopoli</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-6625-0891">0009-0005-6625-0891</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mariesa+Hawkins%22">Mariesa Hawkins</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-9102-9375">0009-0000-9102-9375</externalLink>)<br /><searchLink fieldCode="AR" term="%22Katie+Dahlke%22">Katie Dahlke</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-4966-0214">0009-0009-4966-0214</externalLink>)<br /><searchLink fieldCode="AR" term="%22National+Center+for+Education+Evaluation+and+Regional+Assistance+%28NCEE%29+%28ED%2FIES%29%22">National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)</searchLink><br /><searchLink fieldCode="AR" term="%22Regional+Educational+Laboratory+Midwest+%28ED%2FIES%29%22">Regional Educational Laboratory Midwest (ED/IES)</searchLink><br /><searchLink fieldCode="AR" term="%22American+Institutes+for+Research+%28AIR%29%22">American Institutes for Research (AIR)</searchLink>
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  Data: Regional Educational Laboratory Midwest. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: https://ies.ed.gov/ncee/edlabs/regions/midwest/default.aspx
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  Data: Y
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  Data: 12
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  Data: 2026
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  Data: Administrators; Researchers
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Computation%22">Computation</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Surveys%22">Teacher Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Reliability%22">Test Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Bias%22">Test Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Computational thinking (CT) practices, including reasoning, spatial thinking, and problem solving, are associated with greater achievement in middle school math. However, there are no tools to measure teachers' knowledge and skills in integrating CT practices into middle school math instruction that have strong evidence of validity and reliability. Such tools could help state and district leaders identify and support teachers' understanding and use of CT practices to improve students' math achievement. To address this need, the Regional Educational Laboratory Midwest collaborated with two large urban school districts to develop and test a 16-item survey of teachers' knowledge of how to integrate CT practices into middle school math instruction. Content experts in both math and CT, along with in-service math coaches and teachers, reviewed the survey items and confirmed the survey's face and content validity. Structural validity and internal consistency reliability analyses support the use of the 16-item survey as an overall measure of CT pedagogical content knowledge. Differential item functioning analyses identified some survey items that functioned differently for teachers with different characteristics, such as gender and teaching experience, suggesting a need for refining these items to ensure consistent interpretation. However, the overall measure functioned consistently between the groups of teachers examined. Overall, the findings provide evidence for the validity and reliability of a novel measure of teachers' knowledge of how to integrate CT practices into middle school math instruction. School and district leaders can use this measure to identify professional learning needs related to CT practices. Education researchers can also use the measure to evaluate professional development programs that aim to improve teachers' integration of CT practices into math instruction.
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  Data: 2026
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  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
    Subjects:
      – SubjectFull: Middle School Teachers
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Pedagogical Content Knowledge
        Type: general
      – SubjectFull: Computation
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Urban Schools
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Test Construction
        Type: general
      – SubjectFull: Teacher Surveys
        Type: general
      – SubjectFull: Test Validity
        Type: general
      – SubjectFull: Test Reliability
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      – SubjectFull: Test Bias
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      – SubjectFull: Teacher Characteristics
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      – TitleFull: Developing a Measure of Middle School Math Teachers' Pedagogical Content Knowledge for Computational Thinking. REL 2026-007
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