id: 06151322
dt: j
an: 2013b.00461
au: Izsak, Andrew; Jacobson, Erik; de Araujo, Zandra; Hawley Orrill, Chandra
ti: Measuring mathematical knowledge for teaching fractions with drawn
quantities.
so: J. Res. Math. Educ. 43, No. 4, 391-427 (2012).
py: 2012
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: D69 C49 F40 F70
ut: psychometrics; professional development; item response theory; knowledge
base for teaching; pedagogical content knowledge; middle school
teachers; arithmetic; mathematical knowledge for teaching; fractions;
quantities
ci:
li: doi:10.5951/jresematheduc.43.4.0391
http://www.nctm.org/publications/article.aspx?id=33415
ab: Summary: Researchers have recently used traditional item response theory
(IRT) models to measure mathematical knowledge for teaching (MKT). Some
studies, however, have reported subgroups when measuring middle-grades
teachersâ€™ 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 teachersâ€™ 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. (ERIC)
rv: