Assessing Teachers’ Knowledge of Mathematical Modeling: Results from an Initial Scale Development

This pilot study underscores the claim that teachers' mathematical content knowledge plays a significant role in their teaching profession. Specifically, this article reports on the initial development of a scale to empirically measure teachers' knowledge of the nature of mathematical modeling from a Midwestern school district (n = 71). The phases used in this initial scale development included item generation, experts' reviews, item analysis, and factor analysis. Reliability, factor analysis, and scaling work confirmed the scale is a reliable and valid measure to assess teachers' knowledge of the nature of mathematical modeling. Findings from this study contribute to an important discussion about the need for further research and the development of quantitative tools for supporting instruction of mathematical modeling. Implications for teacher preparation and professional development are also discussed.