Validating the use of s tudent‐level instruments to examine preservice teachers' mathematical problem solving
Validating the use of s tudent‐level instruments to examine preservice teachers' mathematical problem solving
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DOI：
10.1111/ssm.12558
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发表时间：
2022-12
影响因子：
1.1
通讯作者：
Timothy D. Folger;Maria Stewart;J. Bostic;Toni A. May
中科院分区：
文献类型：
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作者：
Timothy D. Folger;Maria Stewart;J. Bostic;Toni A. May
问题解决是数学教与学的核心内容。如果期望教师支持学生解决问题的发展，那么教师也应该能够解决与年级内容标准相一致的问题。本验证研究的目的是双重的：（1）提出证据支持使用的问题解决措施等级3-5与兼职教师（PST），（2）检查PST的能力，解决问题的等级3-5学术内容标准。本研究使用Rasch测量技术，以支持心理测量分析的问题解决措施时，与PST。结果表明，问题解决措施适用于PST，PST在第一年PST和项目结束PST之间的问题解决措施表现不同。影响包括程序评估和使用K-12学生水平的评估作为PST的内容知识的措施的潜在好处。
Problem solving is a central focus of mathematics teaching and learning. If teachers are expected to support students' problem‐solving development, then it reasons that teachers should also be able to solve problems aligned to grade level content standards. The purpose of this validation study is twofold: (1) to present evidence supporting the use of the Problem Solving Measures Grades 3–5 with preservice teachers (PSTs), and (2) to examine PSTs' abilities to solve problems aligned to grades 3–5 academic content standards. This study used Rasch measurement techniques to support psychometric analysis of the Problem Solving Measures when used with PSTs. Results indicate the Problem Solving Measures are appropriate for use with PSTs, and PSTs' performance on the Problem Solving Measures differed between first‐year PSTs and end‐of‐program PSTs. Implications include program evaluation and the potential benefits of using K‐12 student‐level assessments as measures of PSTs' content knowledge.