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Measuring Mathematical Knowledge for Teaching Fractions With Drawn Quantities
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Journal Article
Measuring Mathematical Knowledge for Teaching Fractions With Drawn Quantities
2012
Overview
Researchers have recently used traditional item response theory (IRT) models to measure mathematical knowledge for teaching (MKT). Some studies (e.g., Hill, 2007; Izsák, Orrill, Cohen, & Brown, 2010), however, have reported subgroups when measuring middle-grades teachers' MKT, and such groups violate a key assumption of IRT models. This study investigated the utility of an alternative called themixture Rasch modelthat allows for subgroups. The model was applied to middle-grades teachers' performance on pretests and posttests bracketing a 42-hour professional development course focused on drawn models for fraction arithmetic.
Publisher
National Council of Teachers of Mathematics (NCTM),National Council of Teachers of Mathematics
Subject
