Characterizing Reasoning about Fraction Arithmetic of Middle Grades Teachers in Three Latent Classes

Autor/inn/en	Ölmez, Ibrahim Burak; Izsák, Andrew
Titel	Characterizing Reasoning about Fraction Arithmetic of Middle Grades Teachers in Three Latent Classes
Quelle	In: Mathematical Thinking and Learning: An International Journal, 23 (2021) 3, S.225-253 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ölmez, Ibrahim Burak)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2020.1780368
Schlagwörter	Fractions; Arithmetic; Mathematics Instruction; Teaching Methods; Teacher Effectiveness; Middle School Teachers; Teacher Attitudes; Mathematics Teachers; Psychometrics; Item Analysis; Classification; Pedagogical Content Knowledge + Suchen Sie Ihr Suchwort? Bruchrechnung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Mathematics; Mathematik; Psychometry; Psychometrie; Itemanalyse; Classification system; Klassifikation; Klassifikationssystem; Pädagogische Kompetenz
Abstract	We analyzed item responses provided by a nationwide sample of 990 in-service U.S. middle grades mathematics teachers to a novel survey focused on fraction arithmetic. The survey targeted four components of reasoning in terms of measured quantities: "Referent units," "Reversibility," "Partitioning and iterating," and "Appropriateness." Using the mixture Rasch model, a psychometric model that combines unidimensional scaling with classification, we detected 3 latent classes. To understand what distinguished the performance of teachers in the three classes, we analyzed their responses to each item. One main result is that the performance of teachers across the three classes was more clearly distinguished on items targeting "Reversibility" and "Partitioning" and iterating than it was on items targeting "Referent units" and "Appropriateness." A second main result is that the three classes formed a nested structure that aligned with good performance on more and more components of reasoning targeted by the survey items. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01