Developing Vignettes to Assess Mathematical Knowledge for Teaching Based Conceptual

Autor/inn/en	Sahidin, Latief; Budiarto, Mega Teguh; Fuad, Yusuf
Titel	Developing Vignettes to Assess Mathematical Knowledge for Teaching Based Conceptual
Quelle	In: International Journal of Instruction, 12 (2019) 3, S.651-664 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Vignettes; Mathematics Skills; Foreign Countries; Mathematical Concepts; Mathematics Achievement; Pedagogical Content Knowledge; Formative Evaluation; Mathematics Teachers; Junior High School Teachers; Geometry; Geometric Concepts; Test Reliability; Test Validity; Mathematics Instruction; Indonesia + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Ausland; Mathmatics sikills; Mathematical ability; Pädagogische Kompetenz; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Geometrie; Elementare Geometrie; Testreliabilität; Testvalidität; Mathematics lessons; Mathematikunterricht; Indonesien
Abstract	The objective of this study is to produce a vignette in measuring mathematical knowledge for teaching based conceptual (MKT-C). The method of this research is a development research conducted by synthesizing the expert reviews on MKT-C in the knowledge domain of material content which was divided into sub domains: common content knowledge based conceptual (CCK-C), specialized content knowledge based conceptual (SCK-C) and knowledge at the mathematical horizon based conceptual (KMH-C) through vignette. The research procedure is as follows: defining constructs, identifying and preparing indicators, developing vignette, validating experts or expert validation and trial test. The research phases included (1) preliminary phase: preparation and design and (2) formative evaluation phase: self-evaluation, prototyping and field test (Tessmer, 2013). At formative evaluation phase, self-evaluation began and it is done by the researcher himself. In expert review phase, validation in terms of content, construct and language by experts was done. One-to-one phase was conducted for the teacher to test the readability. Then it was tried out to the teachers in the small group of non-research subjects. They were asked for suggestions and comments for improvement. The small group carried out was to 29 teachers who participated in the teacher professional education program at Universitas Halu Oleo. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01