Measuring Mathematical Knowledge for Teaching Fractions with Drawn Quantities

Autor/inn/en	Izsak, Andrew; Jacobson, Erik; de Araujo, Zandra; Orrill, Chandra Hawley
Titel	Measuring Mathematical Knowledge for Teaching Fractions with Drawn Quantities
Quelle	In: Journal for Research in Mathematics Education, 43 (2012) 4, S.391-427 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Psychometrics; Professional Development; Item Response Theory; Knowledge Base for Teaching; Pedagogical Content Knowledge; Middle School Teachers; Pretests Posttests; Arithmetic; Mathematics Instruction; Interviews; Video Technology + Suchen Sie Ihr Suchwort? Psychometry; Psychometrie; Item-Response-Theorie; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematics lessons; Mathematikunterricht; Interviewing; Interviewtechnik
Abstract	Researchers have recently used traditional item response theory (IRT) models to measure mathematical knowledge for teaching (MKT). Some studies (e.g., Hill, 2007; Izsak, Orrill, Cohen, & Brown, 2010), however, have reported subgroups when measuring middle-grades teachers' MKT, and such groups violate a key assumption of IRT models. This study investigated the utility of an alternative called the mixture Rasch model that allows for subgroups. The model was applied to middle-grades teachers' performance on pretests and posttests bracketing a 42-hour professional development course focused on drawn models for fraction arithmetic. Results from psychometric modeling and evidence from video-recorded interviews and professional development sessions suggested that there were 2 subgroups of middle-grades teachers, 1 better able to reason with 3-level unit structures and 1 constrained to 2-level unit structures. Some teachers, however, were easier to classify than others. (Contains 12 figures, 4 footnotes and 2 tables (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10