Psychometric Characteristics of the Atiitudes toward Mathematics and its Teaching (ATMAT) Scale

Abstract

This article reports on one aspect of a multifaceted inquiry into the attitudes and anxieties that prospective elmentary teachers may have toward teaching mathematics. At the beginning, midterm, and end of one semester, students were asked to respond to an Attitudes Towards Mathematics and its Teaching (ATMAT) scale. The students were from two sections taught by the same instructor. One important aspect of this attitude scale was that it was used to elicit responses concerning prior experiences related to mathematics. This article specifically addresses the characteristics of the scale. Two psychometric models were employed: classical true-score theory and the one-parameter Rasch item response theory. These models provided data supporting the ATMAT scale's reliability, its content and construct validity, and its invariance over three time points.

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Influence of a Mathematics Teachers' Circle on Elementary Teachers' Use of Problem Solving

“…The survey in Appendix B is a modified version of Ludlow and Bell's () Attitudes Towards Mathematics and its Teaching (ATMAT) survey. The original survey is a six‐point Likert scale that includes 29 items and that was tested on prospective elementary teachers and shown to be valid and reliable, reflecting one underlying construct.…”

“…Such attitudes have been examined through a wide variety of both qualitative and quantitative methods. Ludlow and Bell () provided an instrument verified psychometrically that measures both attitudes toward mathematics and the teaching of mathematics among preservice teachers.…”