Mathematics Teachers' Recognition of an Obligation to the Discipline and Its Role in the Justification of Instructional Actions [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).

Autor/inn/en	Herbst, Patricio; Dimmel, Justin; Erickson, Ander; Ko, Inah; Kosko, Karl W.
Titel	Mathematics Teachers' Recognition of an Obligation to the Discipline and Its Role in the Justification of Instructional Actions [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Teachers; Test Construction; Test Theory; Test Items; Item Response Theory; Test Reliability; High School Teachers; Secondary School Mathematics; Teaching Methods; Questionnaires; Test Validity; Teacher Responsibility; Teacher Attitudes; Mathematics Instruction + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Testaufbau; Testtheorie; Test content; Testaufgabe; Item-Response-Theorie; Testreliabilität; High school; High schools; Oberschule; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Testvalidität; Lehrverpflichtung; Lehrerverhalten; Mathematics lessons; Mathematikunterricht
Abstract	We describe the conceptualization, development, and piloting of two instruments--a survey and a scenario-based assessment--designed to assess, teachers' recognition of an obligation to the discipline of mathematics and the extent to which teachers justify actions that deviate from what is normative on account of this obligation. We show how we have used classical test theory and item response theory to select items for the instruments and we provide information on their reliability, using a sample of 88 high school mathematics teachers. [For the complete proceedings, see ED597799.] (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