Measuring Pre-Service Teachers' Noticing Competencies within a Mathematical Modeling Context -- An Analysis of an Instrument

Autor/inn/en	Alwast, Alina; Vorhölter, Katrin
Titel	Measuring Pre-Service Teachers' Noticing Competencies within a Mathematical Modeling Context -- An Analysis of an Instrument
Quelle	In: Educational Studies in Mathematics, 109 (2022) 2, S.263-285 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-021-10102-8
Schlagwörter	Preservice Teachers; Teacher Competencies; Mathematical Models; Thinking Skills; Measures (Individuals); Video Technology; Content Validity; Construct Validity; Factor Analysis + Suchen Sie Ihr Suchwort? Lehrkunst; Mathematical model; Mathematisches Modell; Denkfähigkeit; Messdaten; Faktorenanalyse
Abstract	Teaching mathematical modeling is a demanding task. Thus, fostering teachers' competencies in this regard is an essential component of teacher education. Recent conceptualizations of teachers' competencies include situation-specific skills based on the concept of noticing, which is of particular interest for the spontaneous reactions needed when teaching mathematical modeling. The study described in this paper aims to analyze the development of a video-based instrument for measuring teachers' noticing competencies within a mathematical modeling context and obtain evidence for the validity of the instrument. Three kinds of validity are examined in three different studies: content validity, elemental validity and construct validity. Indicators for content validity could be found through different expert ratings and implementation with the target group, where participants were able to perceive all relevant aspects. The qualitative analysis of participants' reasoning, which is consistent with the coded level, indicates elemental validity. Moreover, the results of the confirmatory factor analysis suggest construct validity with one overall factor of noticing competence within a mathematical modeling context. Taken together, these studies imply a satisfactory validity of the video-based instrument. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01