Characterizing reasoning about fraction arithmetic of middle grades teachers in three latent classes
Characterizing reasoning about fraction arithmetic of middle grades teachers in three latent classes
复制标题
三个潜班中年级教师分数算术推理的表征
DOI：
10.1080/10986065.2020.1780368
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发表时间：
2020
影响因子：
1.6
通讯作者：
Andrew Izsák
中科院分区：
文献类型：
--
作者：
İbrahim Burak Ölmez;Andrew Izsák
摘要 我们分析了全国范围内 990 名在职美国中学数学教师对一项以分数算术为重点的新颖调查的项目回答。该调查针对测量量推理的四个组成部分：参考单位、可逆性、分区和迭代以及适当性。使用混合 Rasch 模型（一种将一维尺度与分类相结合的心理测量模型），我们检测到了 3 个潜在类别。为了了解三个班级教师表现的不同之处，我们分析了他们对每个项目的反应。一个主要结果是，三个班级的教师在针对可逆性、分区和迭代的项目上的表现比在针对参考单位和适当性的项目上的表现更加明显。第二个主要结果是，这三个类别形成了一个嵌套结构，该结构与调查项目所针对的越来越多的推理组件的良好表现相一致。
ABSTRACT We analyzed item responses provided by a nationwide sample of 990 in-service U.S. middle grades mathematics teachers to a novel survey focused on fraction arithmetic. The survey targeted four components of reasoning in terms of measured quantities: Referent units, Reversibility, Partitioning and iterating, and Appropriateness. Using the mixture Rasch model, a psychometric model that combines unidimensional scaling with classification, we detected 3 latent classes. To understand what distinguished the performance of teachers in the three classes, we analyzed their responses to each item. One main result is that the performance of teachers across the three classes was more clearly distinguished on items targeting Reversibility and Partitioning and iterating than it was on items targeting Referent units and Appropriateness. A second main result is that the three classes formed a nested structure that aligned with good performance on more and more components of reasoning targeted by the survey items.