Developing a Measure of Middle School Math Teachers' Pedagogical Content Knowledge for Computational Thinking. REL 2026-007
Saved in:
| 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 |
| 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 |
Be the first to leave a comment!
