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ERIC Number: ED599822
Record Type: Non-Journal
Publication Date: 2014
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
Mathematics Teachers' Recognition of an Obligation to the Discipline and Its Role in the Justification of Instructional Actions
Herbst, Patricio; Dimmel, Justin; Erickson, Ander; Ko, Inah; Kosko, Karl W.
North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014)
We describe the conceptualization, development, and piloting of two instruments--a survey and a scenario-based assessment--designed to assess, teachers' recognition of an obligation to the discipline of mathematics and the extent to which teachers justify actions that deviate from what is normative on account of this obligation. We show how we have used classical test theory and item response theory to select items for the instruments and we provide information on their reliability, using a sample of 88 high school mathematics teachers. [For the complete proceedings, see ED597799.]
North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL0918425