Interdisciplinary Learning: Development of Mathematical Confidence, Value, and the Interconnectedness of Mathematics

This paper describes the process of developing a survey instrument aimed at measuring aspects of mathematical confidence, value, and the interconnectedness of mathematics as part of a larger study investigating the thinking processes and attitudes towards mathematics of Singaporean secondary school students (aged 12-14) during interdisciplinary learning. Results from exploratory and confirmatory factor analyses on scale items tested revealed six scales with sound validity and reliability properties. The scales are intended for measuring attitudes towards mathematics particularly during interdisciplinary education. Background Interdisciplinary and integrated curricula are present in education systems in the United States (Berlin & Lee, 2005) and Australia (VCAA, 2006; Norton, 2006). Interdisciplinary projects were introduced in Singapore schools in 2000 to provide opportunities for students to engage in holistic learning (Curriculum Planning and Development Division, 2001). This paper describes the process of developing a survey instrument aimed at measuring aspects of mathematical confidence, value of mathematics, and the interconnectedness of mathematics for Singaporean secondary students before and after participation in a