R&D: Diagnosing Teachers' Multiplicative Reasoning

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• 批准号: 1125621
• 负责人: Andrew Izsak
• 金额: $ 38.94万
• 依托单位: University of Georgia Research Foundation Inc
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-10-01 至 2013-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1125621&HistoricalAwards=false
• 关键词: R& Diagnosing; Teachers; Multiplicative; Reasoning

Diagnosing Teachers' Multiplicative Reasoning (DTMR) addresses the assessment component of the DR-K12 Contextual Challenges strand. Investigating knowledge that teachers need to enable students' learning and developing assessments of that knowledge are central challenges for mathematics education. One approach emphasizes correlations between amounts of teachers' knowledge and students' achievement for accountability purposes. Another, grounded in research on mathematical thinking, often uses case studies to investigate teachers' capacities for identifying and building upon opportunities in students' problem-solving strategies. Tensions exist between these approaches because instruments convenient for assessing large numbers of teachers are insensitive to capacities for reasoning, while case study methods used to investigate teachers' reasoning are not practical with large samples. The DTMR project is building a demonstration instrument both suitable for use with large samples of teachers and informative about their capacities to reason about content in ways that support students' thinking. In particular, the DTMR project is developing and evaluating a test form that diagnoses teachers' capacities in two closely connected cases of reasoning about multiplicative relations among quantities. The first is on on measurement that often relies on multiplicatively nested levels of units when partitioning a given quantity. The second is on covariation that often relies on multiplicative relations between distinct quantities. The project is focusing on aspects of such reasoning that are interconnected and fundamental to addition and subtraction of quantities, multiplication of quantities, quotative and partitive division of quantities, and ratios of quantities. The project will consider fractions, decimals, and ratios. A main goal of the project is to address content and construct validity of the demonstration form in sufficient depth so that larger scale work and predictive validity studies may follow. The project is developing instruments using a new class of psychometric models called cognitive diagnosis models (CDMs). Using CDMs involves specifying components of reasoning in a particular domain and then constructing test questions (typically multiple-choice) systematically so that each choice corresponds to reasoning with a different combination of those components. Drawing on the research on students' and teachers' multiplicative reasoning, the project is developing one test form of 30 to 40 items. CDM simulation studies of estimation and equating methods are also an important component of the project.

诊断教师的乘法推理（DTMR）解决了DR-K12情境挑战链的评估部分。调查教师需要让学生学习的知识，并对这些知识进行评估，是数学教育的核心挑战。一种方法强调教师知识量与学生成绩之间的相关性，以达到问责的目的。另一个以数学思维研究为基础，经常使用案例研究来调查教师在学生解决问题策略中识别和建立机会的能力。这些方法之间存在紧张关系，因为便于评估大量教师的工具对推理能力不敏感，而用于调查教师推理的案例研究方法对于大样本来说并不实用。DTMR项目正在构建一种示范工具，既适用于大量教师样本，又能了解他们以支持学生思考的方式对内容进行推理的能力。特别是，DTMR项目正在开发和评估一种测试形式，该测试形式诊断教师在两个密切相关的数量相乘关系推理案例中的能力。第一个是在划分给定数量时，通常依赖于乘法嵌套的单位级别的测量。第二个是关于协变，它通常依赖于不同数量之间的乘法关系。该项目的重点是这种推理的各个方面，这些方面与数量的加法和减法、数量的乘法、数量的引述法和分法以及数量的比率是相互关联的和基本的。该项目将考虑分数、小数和比率。该项目的主要目标是在足够的深度上解决演示形式的内容和构建效度，以便进行更大规模的工作和预测效度研究。该项目正在开发一种新的心理测量模型，称为认知诊断模型（CDMs）。使用cdm涉及指定特定领域中的推理组件，然后系统地构建测试问题（通常是多项选择），以便每个选择对应于使用这些组件的不同组合的推理。基于对学生和教师乘法推理的研究，本项目正在开发一种包含30 - 40个题目的测试形式。清洁发展机制的估算和等效方法模拟研究也是该项目的重要组成部分。