Assessing Knowledge of Mathematical Equivalence: A Construct-Modeling Approach

Autor/inn/en	Rittle-Johnson, Bethany; Matthews, Percival G.; Taylor, Roger S.; McEldoon, Katherine L.
Titel	Assessing Knowledge of Mathematical Equivalence: A Construct-Modeling Approach
Quelle	In: Journal of Educational Psychology, 103 (2011) 1, S.85-104 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0021334
Schlagwörter	Middle School Students; Knowledge Level; Mathematics Skills; Mathematical Concepts; Equations (Mathematics); Elementary School Mathematics; Secondary School Mathematics; Algebra; Difficulty Level; Mathematics Instruction; Psychometrics; Test Validity; Test Reliability; Urban Schools; Parochial Schools + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Wissensbasis; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Equations; Mathematics; Gleichungslehre; Elementare Mathematik; Schulmathematik; Schwierigkeitsgrad; Mathematics lessons; Mathematikunterricht; Psychometry; Psychometrie; Testvalidität; Testreliabilität; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Konfessionsschule
Abstract	Knowledge of mathematical equivalence, the principle that 2 sides of an equation represent the same value, is a foundational concept in algebra, and this knowledge develops throughout elementary and middle school. Using a construct-modeling approach, we developed an assessment of equivalence knowledge. Second through sixth graders (N = 175) completed the assessment on 2 occasions, 2 weeks apart. Evidence supported the reliability and validity of the assessment along a number of dimensions, and the relative difficulty of items was consistent with the predictions from our construct map. By Grade 5, most students held a basic relational view of equivalence and were beginning to compare the 2 sides of an equation. This study provides insights into the order in which students typically learn different aspects of equivalence knowledge. It also illustrates a powerful but underutilized approach to measurement development that is particularly useful for developing measures meant to detect changes in knowledge over time or after intervention. (Contains 4 tables and 2 figures.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10