Scale of teaching beliefs about math learning disorder in Primary Education

Abstract A field that has been widely studied today are the factors that influence Mathematics Learning Disorders (MLD). Among these factors, teachers' beliefs stand out. Therefore, it is necessary to have valid and reliable questionnaires to know how these teachers' beliefs can influence the children's mathematics learning difficulties. The purpose of this study is to design a questionnaire to learn about teachers' beliefs and how they influence MLD. A total of 390 primary school teachers from the Autonomous Community of Extremadura participated in the study. An Exploratory Factor Analysis (EFA) was performed. In conclusion, it was found that the scale of teaching beliefs about MLD in Primary Education showed very good rates of adjustment in the EFA. In turn, the scale has an excellent internal consistency (.914) (Cronbach), thus confirming the validity of the questionnaire.