
06503002
a
2015f.00191
Kloosterman, Peter
Walcott, Crystal
Brown, Nathaniel J. S.
Mohr, Doris
P\'erez, Arnulfo
Dai, Shenghi
Roach, Michael
Hall, Linda Dager
Huang, HsuehChen
Using NAEP to analyze eighthgrade students' ability to reason algebraically.
Middleton, James A. (ed.) et al., Largescale studies in mathematics education. Cham: Springer (ISBN 9783319077154/hbk; 9783319077161/ebook). Research in Mathematics Education, 179207 (2015).
2015
Cham: Springer
EN
C43
E53
H23
H33
D63
D20
algebra
common core state standards
item level analysis
item response theory
NAEP
reasoning
doi:10.1007/9783319077161_9
Summary: After describing the content and scoring of NAEP mathematics assessments, this chapter focuses on performance on individual NAEP items as a means for documenting the algebraic reasoning skills of eighthgrade students. In general, performance on algebraic reasoning is similar to performance on the grade 8 mathematics NAEP in recent years  performance was stable on the majority of items and increased modestly in the remainder. Many eighth graders can understand and explain relationships between two variables in different settings and formats. Many are also able to plot points but few are able to use slope and intercept or determine which points to plot to connect an equation and a graph. When it comes to solving word problems involving linear relationships, it appears that many students employ intuitive strategies such as guess and check although some are able to use formal algebraic methods. Logistical and methodological issues that arise when using NAEP data are also addressed. These issues include adjusting analyses to account for the sampling method used by NAEP and limitations in statistical power when working with subsets of the NAEP data. The chapter closes with examples of the types of statistical techniques we are using to determine whether clusters of items developed by analysis of item content are valid from a measurement perspective.