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

Larry H. Ludlow

Boston College

Karen N. Bell

Marymount College

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.

Educational and Psychological Measurement, Vol. 56, No. 5, 864-880 (1996)
DOI: 10.1177/0013164496056005015
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[Abstract]