Evaluating Spatial Thinking Ability Using Item Response Theory: Differential Item Functioning across Math Learning Disabilities and Geometry Instructions

Autor/inn/en	Choo, Sam; Park, Sunhi; Nelson, Nancy J.
Titel	Evaluating Spatial Thinking Ability Using Item Response Theory: Differential Item Functioning across Math Learning Disabilities and Geometry Instructions
Quelle	In: Learning Disability Quarterly, 44 (2021) 2, S.68-81 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948720912417
Schlagwörter	Spatial Ability; Thinking Skills; Mathematics Instruction; Mathematics Skills; Geometry; Computer Assisted Design; Models; Middle School Students; At Risk Students; Students with Disabilities; Learning Disabilities; Test Bias; Problem Solving; Technology Integration; Common Core State Standards; Standardized Tests; Achievement Tests; Kentucky; Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? Räumliches Vorstellungsvermögen; Denkfähigkeit; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Geometrie; Analogiemodell; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Disability; Disabilities; Studentin; Behinderung; Learning handicap; Lernbehinderung; Testkritik; Problemlösen; Common core curriculum; Curriculum; Kerncurriculum; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	Science, Technology, Engineering, and Mathematics (STEM) education initiatives have placed pressure on teachers to bring technology tools into classroom, including three-dimensional (3D) printing. Yet, little research has examined what specific math skills are required for 3D printing technology. This article describes a follow-up analysis of findings from a quasi-experimental study that tested feasibility of 3D geometry instruction, "Anchored Instruction with Technology Applications (AITA)," designed to help students visualize and construct 3D models based on Enhanced Anchored Instruction. Although we found that AITA improved math outcomes of students with math learning disabilities (MLD) in the previous analysis, we only used composite scores encompassing a variety of math and spatial tasks. In this study, we employed item response theory and differential item functioning to examine the impacts of MLD on students' spatial thinking skills, understand the types of items to assess the intended skills in a valid way, and provide a detailed information of whether student ability and MLD status have caused different results to assess students' spatial thinking skills. Results showed that students with MLD struggle to learn spatial thinking skills, and AITA was a significant positive indicator to improve spatial thinking skills for both students with and without MLD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01