id: 05258868
dt: a
an: 2008b.00158
au: Siemon, Dianne; Izard, John; Breed, Margarita; Virgona, Jo
ti: The derivation of a learning assessment framework for multiplicative
thinking.
so: NovotnÃ¡, Jarmila (ed.) et al., Mathematics in the centre. Proceedings of
the 30th annual conference of the International Group for the
Psychology of Mathematics Education, PME, Prague, Czech Republic, July
16â€’21, 2006. Vol. 1-5. Prague: Charles University, Faculty of
Education. Part 5, 113-120 (2006).
py: 2006
pu: Prague: Charles University, Faculty of Education
la: EN
cc: C73 D73 F43 H23
ut: numeracy; multiplicative thinking; rational numbers; elementary algebra;
multiplication; division; lower secondary; learning and assessment
framework; educational research
ci:
li:
ab: Summary: Research has shown that many students in Years 5 to 9 experience
considerable difficulty with rational number, algebra, and the
application of multiplication and division to a broader range of
problem types. While each of these has been the focus of considerable
research, there is little advice about how these ideas are connected
and jointly develop over time. This paper describes the genesis of a
learning assessment framework for multiplicative thinking based on
Rasch analysis of student responses to a range of rich tasks to inform
more targeted approaches to teaching mathematics in the middle years.
rv: