NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1121001
Record Type: Journal
Publication Date: 2016-Dec
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1033-2170
EISSN: N/A
Influence of Proportional Number Relationships on Item Accessibility and Students' Strategies
Carney, Michele B.; Smith, Everett; Hughes, Gwyneth R.; Brendefur, Jonathan L.; Crawford, Angela
Mathematics Education Research Journal, v28 n4 p503-522 Dec 2016
Proportional reasoning is important to students' future success in mathematics and science endeavors. More specifically, students' fluent and flexible use of scalar and functional relationships to solve problems is critical to their ability to reason proportionally. The purpose of this study is to investigate the influence of systematically manipulating the location of an integer multiplier--to press the scalar or functional relationship--on item difficulty and student solution strategies. We administered short-answer assessment forms to 473 students in grades 6-8 (approximate ages 11-14) and analyzed the data quantitatively with the Rasch model to examine item accessibility and qualitatively to examine student solution strategies. We found that manipulating the location of the integer multiplier encouraged students to make use of different aspects of proportional relationships without decreasing item accessibility. Implications for proportional reasoning curricular materials, instruction, and assessment are addressed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A