Diagnosing Reasoning to Measure Growth in Pre-Service Middle Grades Teachers' Facility with Fraction Arithmetic [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).

Autor/inn/en	Izsák, Andrew; Beckmann, Sybilla; Bradshaw, Laine
Titel	Diagnosing Reasoning to Measure Growth in Pre-Service Middle Grades Teachers' Facility with Fraction Arithmetic [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).
Quelle	(2016), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Thinking Skills; Growth Models; Outcome Measures; Preservice Teachers; Fractions; Arithmetic; Achievement Gains; Educational Diagnosis; Student Surveys; Mathematics Skills; Mathematical Aptitude; Mathematics Tests; Mathematics Achievement; Test Validity; Multiplication; Profiles; Pretests Posttests + Suchen Sie Ihr Suchwort? Denkfähigkeit; Bruchrechnung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Achievement gain; Leistungssteigerung; Pedagogical diagnostics; Pädagogische Diagnostik; Schülerbefragung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; Testvalidität; Multiplikation; Charakterisierung; Profilanalyse
Abstract	The present study extends recent advances coordinating research on cognition and psychometric modeling around fractions. Recent research has demonstrated that the Diagnosing Teachers' Multiplicative Reasoning Fractions survey provides information about distinct components necessary for reasoning in terms of quantities when solving fraction arithmetic problems. The present study (a) adds a new component of validity for the survey and (b) examines the utility of the survey as a measure of growth in pre-service middle-grades teacher's facility with fraction arithmetic as they completed a 1-semester content course. Results provide an existence proof that that the survey is sensitive to shifts towards more proficient reasoning. [For the complete proceedings, see ED583608.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01