A heuristic approach to assess change in mathematical knowledge for teaching geometry after a practice-based professional learning intervention
A heuristic approach to assess change in mathematical knowledge for teaching geometry after a practice-based professional learning intervention
复制标题
在基于实践的专业学习干预后，评估几何教学数学知识变化的启发式方法
DOI：
10.1080/14794802.2019.1704851
复制
发表时间：
2020
影响因子：
1.3
通讯作者：
A. Milewski
中科院分区：
文献类型：
--
作者：
P. Herbst;Inah Ko;A. Milewski
摘要我们展示了我们如何使用一个全国性的分布，从416个实习教师的响应项目的数学知识教学几何的测试，以估计知识的变化，一组11个实习教师参加了为期2年的实践为基础的专业发展计划。为了对变化做出可靠的解释，我们在MKT-G的尺度上使用了不同假设下的多个计量模型。我们演示了如何使用诊断分类模型来确定参与者是否已经长大。还检查了参与者的增益（成就概况中的状态变化）与参与者在PD期间花费的时间量的关系，这是使用在线平台记录的日志数据估计的。我们讨论了这些探索的结果，在更广泛的问题，提高概念化的MKT的背景下。
ABSTRACT We show how we used a national distribution of responses from 416 practicing teachers to items of a test of mathematical knowledge for teaching geometry to estimate changes in knowledge by a group of 11 practicing teachers who participated in a 2-year practice-based professional development programme. To draw a reliable interpretation of the change, we use multiple measurement models under different assumptions on the scale of MKT-G. We demonstrate how Diagnostic Classification Modelling was used to determine whether participants had grown. The participants’ gain (status change in achievement profile) was also examined in relationship with the amount of time participants spent during the PD, which was estimated using log data recorded by the online platform. We discuss the findings from these explorations, in the context of the broader problem of improving conceptualizations of MKT.