ERIC Number: EJ977682
Record Type: Journal
Publication Date: 2012-Jul
Pages: 37
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-8251
EISSN: N/A
Measuring Mathematical Knowledge for Teaching Fractions with Drawn Quantities
Izsak, Andrew; Jacobson, Erik; de Araujo, Zandra; Orrill, Chandra Hawley
Journal for Research in Mathematics Education, v43 n4 p391-427 Jul 2012
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
Descriptors: Psychometrics, Professional Development, Item Response Theory, Knowledge Base for Teaching, Pedagogical Content Knowledge, Middle School Teachers, Pretests Posttests, Arithmetic, Mathematics Instruction, Interviews, Video Technology
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/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 5; Grade 6; Grade 7; Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A