Abstract Not much is known about mathematics teachers’ values, and no assessment tool is available for measuring these to get more insight into their perspectives. The goals of this study are to construct the Mathematics Teachers’ Values Questionnaire (MTVQ) and to determine mathematics teachers’ values about teaching mathematics using the MTVQ. In order to do this, data have been gathered for exploratory factor analysis (n = 637) and confirmatory factor analysis (n = 573) while developing the instrument, and a proportional stratified random sample has been formed consisting of 2226 Turkish middle and high school mathematics teachers working at schools that provide more religious education than other middle and high schools. Five components have been extracted: relevance (C1), practice (C2), information and communications technology (ICT; C3), teaching approach (C4), and consolidating (C5). One result of the study reveals the mathematics teachers emphasize the least ICT value and the most consolidating value.

中文翻译：

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数学教师对数学教学的价值观

摘要 关于数学教师的价值观知之甚少，也没有可用的评估工具来衡量这些价值观以更深入地了解他们的观点。本研究的目的是构建数学教师价值观问卷（MTVQ），并确定数学教师对使用 MTVQ 进行数学教学的价值观。为此，在开发该工具时收集了数据用于探索性因子分析（n = 637）和验证性因子分析（n = 573），并形成了一个由 2226 名土耳其中学和高中组成的比例分层随机样本。在提供比其他初中和高中更多宗教教育的学校工作的数学教师。提取了五个组成部分：相关性（C1）、实践（C2）、信息和通信技术（ICT；C3）、教学法（C4）和巩固（C5）。一项研究结果显示，数学教师强调的 ICT 价值最少，但最强调巩固价值。