Journal article
Chapter 1: Coordinating Conceptualizations of Mathematical Knowledge With Psychometric Models
Journal for research in mathematics education. Monograph, Vol.15, pp.5-30
01/01/2016
Abstract
This chapter illustrates how researchers may pair various conceptualizations of mathematical knowledge with an increasing range of psychometric models to create new assessments for mathematics education research and practice. We illustrate some of the possibilities through a sequence of three examples that move from more coarse-grained to more fine-grained descriptions of mathematical knowledge and that move from psychometric models that order examinees along a continuous scale to those that classify examinees into distinct groups. To facilitate comparisons, we base all three examples on tests of in-service middle school teachers’ understanding of rational number.
Details
- Title: Subtitle
- Chapter 1: Coordinating Conceptualizations of Mathematical Knowledge With Psychometric Models
- Creators
- Andrew IzsákJonathan Templin
- Resource Type
- Journal article
- Publication Details
- Journal for research in mathematics education. Monograph, Vol.15, pp.5-30
- Publisher
- National Council of Teachers of Mathematics
- ISSN
- 0883-9530
- eISSN
- 2326-4039
- Language
- English
- Date published
- 01/01/2016
- Academic Unit
- Psychological and Quantitative Foundations
- Record Identifier
- 9984374332702771
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