TY - JOUR
T1 - The College Mathematics Beliefs and Belonging Survey
T2 - Instrument Development and Validation
AU - Sidney, Pooja
AU - Braun, Benjamin
AU - Jong, Cindy
AU - Hanely, Derek
AU - Kim, Matthew
AU - Brown, Kaitlyn
AU - Vega, Julianne
AU - Schmidt, Jack
AU - Shirah, Julie
AU - Wawrzyniak, Chloe U.
AU - Parker, Johné
N1 - Publisher Copyright:
© The Author(s), under exclusive licence to Springer Nature Switzerland AG 2024.
PY - 2024
Y1 - 2024
N2 - This paper reports on the development and validation process of a new measure—the College Mathematics Beliefs and Belonging (CMBB) survey. The CMBB provides a contemporary measurement of undergraduate students’ perceptions of their mathematical practices and reasoning, beliefs about mathematics, and sense of belonging in mathematics. Primarily first- and second-year undergraduate students in five mathematics courses at a large public university in the United States completed multiple surveys to provide the data used for survey development. Confirmatory factor analysis (N = 935) along with additional psychometric evidence detailed here indicate that the CMBB is a survey with fifteen factors that adequately measure various aspects of perceived mathematical practices and reasoning, beliefs, and sense of belonging. The CMBB survey is intended for use by researchers and instructors to assess undergraduate students’ perceptions across these three domains with the aim of improving students’ experiences in college mathematics courses.
AB - This paper reports on the development and validation process of a new measure—the College Mathematics Beliefs and Belonging (CMBB) survey. The CMBB provides a contemporary measurement of undergraduate students’ perceptions of their mathematical practices and reasoning, beliefs about mathematics, and sense of belonging in mathematics. Primarily first- and second-year undergraduate students in five mathematics courses at a large public university in the United States completed multiple surveys to provide the data used for survey development. Confirmatory factor analysis (N = 935) along with additional psychometric evidence detailed here indicate that the CMBB is a survey with fifteen factors that adequately measure various aspects of perceived mathematical practices and reasoning, beliefs, and sense of belonging. The CMBB survey is intended for use by researchers and instructors to assess undergraduate students’ perceptions across these three domains with the aim of improving students’ experiences in college mathematics courses.
KW - Factor analysis
KW - Mathematical beliefs
KW - Mathematical reasoning
KW - Sense of belonging
KW - Survey
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U2 - 10.1007/s40753-024-00247-1
DO - 10.1007/s40753-024-00247-1
M3 - Article
AN - SCOPUS:85201323394
SN - 2198-9753
JO - International Journal of Research in Undergraduate Mathematics Education
JF - International Journal of Research in Undergraduate Mathematics Education
ER -