Measuring Middle Grades Teachers' Understanding of Rational Numbers with the Mixture Rasch Model
Measuring Middle Grades Teachers' Understanding of Rational Numbers with the Mixture Rasch Model
复制标题
用混合拉什模型衡量中年级教师对有理数的理解
DOI：
10.1086/648979
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发表时间：
2010
期刊：
影响因子：
--
通讯作者：
R. Brown
中科院分区：
文献类型：
--
作者：
Andrew Izsák;C. Orrill;A. Cohen;R. Brown
我们报告了一种多项选择工具的开发，该工具可以测量教授分数、小数和比例等算术所需的数学知识。特别是，该工具强调当数字嵌入问题情况时推理此类算术所需的知识。我们对 201 名中年级教师的方便样本进行了测试，并使用混合 Rasch 模型发现了 2 个不同的亚组。对测试数据的进一步分析以及对 16 名同一教师的后续访谈表明，小组成员身份提供了 2 条重要信息。首先，第 1 组的教师比第 2 组的教师更好地理解乘法或除以 1 在标准计算程序中的作用。其次，第 1 组的教师比第 2 组的教师在不同情况下更一致地确定了数字的适当参考单位和数量的适当部分。捕获此类信息扩展了衡量教学数学知识的最新进展。
We report the development of a multiple-choice instrument that measures the mathematical knowledge needed for teaching arithmetic with fractions, decimals, and proportions. In particular, the instrument emphasizes the knowledge needed to reason about such arithmetic when numbers are embedded in problem situations. We administered our instrument to a convenience sample of 201 middle grades teachers and used the mixture Rasch model to uncover 2 distinct subgroups. Further analyses of the test data and follow-up interviews with 16 of the same teachers revealed that group membership provided 2 important pieces of information. First, teachers in Group 1 understood the role of multiplying or dividing by 1 in standard computation procedures much better than teachers in Group 2. Second, teachers in Group 1 identified appropriate referent units for numbers and appropriate parts-of-parts of quantities more consistently across situations than teachers in Group 2. Capturing such information extends recent advances in measuring mathematical knowledge for teaching.