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ERIC Number: EJ950170
Record Type: Journal
Publication Date: 2011
Pages: 21
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: ISSN-1380-3611
Applying Rasch Measurement in Mathematics Education Research: Steps towards a Triangulated Investigation into Proficiency in the Multiplicative Conceptual Field
Long, Caroline; Wendt, Heike; Dunne, Tim
Educational Research and Evaluation, v17 n5 p387-407 2011
Educational measurement is generally thought of as empirical, quantitative, and large-scale, whose purpose is to monitor educational systems. Sociocognitive studies, on the other hand, are associated with small-scale, theoretical, and qualitative studies, the purpose of which is to conduct fine-grained analysis of learning or teaching, or to comprehend in depth the development of a mathematical topic. This article describes an application of the Rasch model in mathematics education in which theory and measurement are used interactively to provide greater understanding of a constellation of mathematical concepts within the multiplicative conceptual field. It is affirmed here that Rasch measurement provides the basis for a coherent research model based on principles of measurement, while giving consideration to the theoretical construct. Challenges to educational measurement demand that researchers provide substantive theoretical models to support, firstly, educational measurement and, secondly, the level of inference that can be made from the measurement outcomes. (Contains 7 notes, 9 tables, and 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 7; Grade 8; Grade 9; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A