The Identification and Validation Process of Proportional Reasoning Attributes: An Application of a Proportional Reasoning Modeling Framework

Autor/inn/en	Tjoe, Hartono; de la Torre, Jimmy
Titel	The Identification and Validation Process of Proportional Reasoning Attributes: An Application of a Proportional Reasoning Modeling Framework
Quelle	In: Mathematics Education Research Journal, 26 (2014) 2, S.237-255 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-013-0090-7
Schlagwörter	Abstract Reasoning; Mathematical Concepts; Thinking Skills; Theory Practice Relationship; Validity; Models; Teaching Methods; Middle School Teachers; Middle School Students; Protocol Analysis; Interviews + Suchen Sie Ihr Suchwort? Abstraktes Denken; Denken; Denkfähigkeit; Theorie-Praxis-Beziehung; Gültigkeit; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Interviewing; Interviewtechnik
Abstract	In this paper, we discuss the process of identifying and validating students' abilities to think proportionally. More specifically, we describe the methodology we used to identify these proportional reasoning attributes, beginning with the selection and review of relevant literature on proportional reasoning. We then continue with the deliberation and resolution of differing views by mathematics researchers, mathematics educators, and middle school mathematics teachers of what should be learned theoretically and what can be taught practically in everyday classroom settings. We also present the initial development of proportional reasoning items as part of the two-phase validation process of the previously identified attributes. In particular, we detail in the first phase of the validation process our collaboration with middle school mathematics teachers in the creation of prototype items and the verification of each item-attribute specification in consideration of the most common ways (among many different ways) in which middle school students would have solved these prototype items themselves. In the second phase of the validation process, we elaborate our think-aloud interview procedure in the search for evidence of whether students generally solved the prototype items in the way they were expected to. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10