Measures of Mathematical Knowledge for Teaching: Issues of Adaptation of a U.S.-Developed Instrument for the Use in the Slovak Republic

Measures of mathematical knowledge for teaching developed at University of Michigan stimulated research activities focused on adaptation and validation of these measures for the use outside the U.S. This paper describes the issues of adaptation of the measures to the cultural and educational context of the Slovak Republic. Translated items were subject to a pre-pilot study (a sample of 6 practicing elementary teachers and 1 teacher educator) and we focus on a description of procedures and research methods used to ensure linguistic equivalence of the adapted and original items. A few general considerations that resulted from our study are also discussed.