Diagnosing Reasoning to Measure Growth in Pre-Service Middle Grades Teachers' Facility with Fraction Arithmetic

Diagnosing Reasoning to Measure Growth in Pre-Service Middle Grades Teachers' Facility with Fraction Arithmetic

The present study extends recent advances coordinating research on cognition and psychometric modeling around fractions. Recent research has demonstrated that the Diagnosing Teachers' Multiplicative Reasoning Fractions survey provides information about distinct components necessary for reasonin...

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Veröffentlicht in:North American Chapter of the International Group for the Psychology of Mathematics Education 2016
Hauptverfasser: Izsák, Andrew, Beckmann, Sybilla, Bradshaw, Laine
Format: Report
Sprache:eng
Schlagworte:
Achievement Gains
Arithmetic
Educational Diagnosis
Fractions
Growth Models
Mathematical Aptitude
Mathematics Achievement
Mathematics Skills
Mathematics Tests
Multiplication
Outcome Measures
Preservice Teachers
Pretests Posttests
Profiles
Student Surveys
Test Validity
Thinking Skills
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Zusammenfassung:The present study extends recent advances coordinating research on cognition and psychometric modeling around fractions. Recent research has demonstrated that the Diagnosing Teachers' Multiplicative Reasoning Fractions survey provides information about distinct components necessary for reasoning in terms of quantities when solving fraction arithmetic problems. The present study (a) adds a new component of validity for the survey and (b) examines the utility of the survey as a measure of growth in pre-service middle-grades teacher's facility with fraction arithmetic as they completed a 1-semester content course. Results provide an existence proof that that the survey is sensitive to shifts towards more proficient reasoning. [For the complete proceedings, see ED583608.]