Dimensionality and Invariance of Contemporary Mathematical Instruction Competence across Educational Systems

Abstract

This study investigates Contemporary Mathematical Instruction Competence (CMIC) using the PISA 2022 dataset. The research aims to identify the underlying dimensions of CMIC and assess their consistency across different cultural contexts. Variables were selected from teacher surveys in PISA 2022, focusing on mathematical reasoning, cognitive competencies, ICT use, and teaching goals. Data manipulation, cleaning, and factor analysis were performed in R. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted to validate the construct. EFA results indicated a well-defined two-factor structure: Technological and Collaborative Competence (TCC) and Cognitive and Pedagogical Competence (CPC). CFA confirmed this structure, with fit indices showing an excellent model fit (CFI = 0.984, TLI = 0.976, RMSEA = 0.046). Cross-cultural validation demonstrated the robustness of the CMIC model across nine countries: Australia, Brazil, Colombia, Kosovo, Korea, Malaysia, Panama, United Arab Emirates, and the United States. Partial scalar invariance was achieved, indicating acceptable model fit. These findings highlight the importance of integrating technological and cognitive competencies in mathematics instruction and suggest that CMIC is a relevant construct across diverse educational settings. Future research should explore further cross-cultural validations and the impact of educational policies on CMIC development.