Data Sheet 1_The B-AIMT: development and initial validation of a domain-specific instrument for assessing mathematics teachers’ beliefs about artificial intelligence.pdf

Based on data from 442 German pre-service and in-service teachers, confirmatory factor analyses provided support for a theoretically grounded multidimensional belief structure comprising nine latent belief dimensions organized within two overarching domains: beliefs about student mathematics learning with AI and beliefs about mathematics teaching with AI.

The resulting subdimensions capture perceived instructional affordances, epistemic potentials, perceived risks, and ethical considerations related to AI systems. The final measurement model showed satisfactory model fit and good internal consistency. Measurement invariance analyses supported scalar invariance across pre-service and in-service teachers, allowing meaningful comparisons of latent means.