Formaat: Hardback, 254 pages, kõrgus x laius: 229x152 mm, kaal: 430 g, 14 Tables, black and white; 11 Line drawings, black and white; 11 Illustrations, black and white
Formaat: Hardback, 254 pages, kõrgus x laius: 229x152 mm, kaal: 430 g, 14 Tables, black and white; 11 Line drawings, black and white; 11 Illustrations, black and white
The aim of this book is to explore measures of mathematics knowledge, spanning K-16 grade levels. By focusing solely on mathematics content, such as knowledge of mathematical practices, knowledge of ratio and proportions, and knowledge of abstract algebra, this volume offers detailed discussions of specific instruments and tools meant for measuring student learning. Written for assessment scholars and students both in mathematics education and across educational contexts, this book presents innovative research and perspectives on quantitative measures, including their associated purpose statements and validity arguments.
Arvustused
"The authors of these ten chapters, all experts in mathematics education research, provide a broad yet unified message: increased validity and credibility are achievable via more robust and rigorous measures in mathematics education. Each chapter includes extensive references. This books audience includes mathematics education researchers, assessment specialists, and interested mathematics education students." -J. Johnson, emeritus, Western Washington University, CHOICE
List of Contributors
vii
Acknowledgments
xi
1 Validation in Mathematics Education: An Introduction to Quantitative Measures of Mathematical Knowledge: Researching Instruments and Perspectives
1
(13)
Erin E. Krupa
Jonathan D. Bostic
Jeffrey C. Shih
2 The Form of Mathematics in Assessment Items: How Items Convey and Measure Multiplicative Reasoning Differently
14
(27)
Karl W. Kosko
3 Substantiating Claims About Students' Algebraic Reasoning: Initial Evidence Based on Response Processes and Internal Structure
41
(26)
Lindsey Perry
Leanne R. Ketterlin-Geller
Cassandra Hatfield
4 A Validation Approach to Middle-Grades Learning Trajectories Within a Digital Learning System Applied to the "Measuring Characteristics of Circles"
67
(26)
Jere Confrey
Emily Toutkoushian
5 Assessing College-Ready Data-Based Reasoning
93
(28)
Amy Arneson
Diah Wihardini
Mark Wilson
6 A Validity Argument for an Undergraduate Mathematics Concept Inventory
121
(31)
Kathleen Melhuish
Michael D. Hicks
7 Developing a Construct Map for Teacher Attentiveness
152
(27)
Michele B. Carney
Tatia Totorica
Laurie O. Cavey
Patrick R. Lowenthal
8 A Validation Process for Complex Knowledge: The Standards for Mathematical Practice Knowledge Assessment
179
(26)
Gabriel Matney
Jonathan D. Bostic
Matthew Lavery
9 Reflecting on the Past and Looking Ahead at Opportunities in Quantitative Measurement of K-12 Students' Content Knowledge
205
(25)
Jonathan D. Bostic
Erin E. Krupa
Michele B. Carney
Jeffrey C. Shih
10 Future Directions in the Measurement of Mathematics Teachers' Competencies
230
(23)
Heather Howell
Elizabeth Stone
Michael Kane
Index
253
Jonathan Bostic is an associate professor of mathematics education at Bowling Green State University, USA.
Erin Krupa is an assistant professor of mathematics education at North Carolina State University, USA.
Jeffrey Shih is an associate professor of mathematics education at the University of Nevada, Las Vegas, USA.
