有理数仪器的验证:Rasch测量理论的应用

IF 0.3 Q4 EDUCATION, SCIENTIFIC DISCIPLINES
J. Maseko, K. Luneta, Caroline Long
{"title":"有理数仪器的验证:Rasch测量理论的应用","authors":"J. Maseko, K. Luneta, Caroline Long","doi":"10.4102/pythagoras.v40i1.441","DOIUrl":null,"url":null,"abstract":"Venkat and Spaull (2015) reported that 79% of 401 South African Grade 6 mathematics teachers showed proficiency of content knowledge below Grade 6–7 level in a Southern and East African Consortium for Monitoring Educational Quality (SACMEQ) 2007 mathematics teacher test. Universities recruit and receive students from some of these school where these teachers are teaching. In the previous years of teaching first-year students in the mathematics module in the Foundation Phase teacher development programme, we noticed that each cohort of prospective teachers come with knowledge bases that are at different levels. These classes, of students’ with varied mathematics knowledge, are difficult to teach unless you have some idea of their conceptual and procedural gaps. This varied knowledge base is greatly magnified in the domain of rational numbers in which they are expected to be knowledgeable and confident in order to teach and lay a good foundation in future teaching. An instrument, functioning as a diagnostic and baseline test for the 2015 first-year Foundation Phase cohort, was constructed at the university level in the fractions-decimals-percentages triad. This instrument aimed at gauging the level of students’ cognitive understanding of rational numbers as well as evaluating the validity of the instrument that was used to elicit their mathematical cognition. All the participants admitted into the Foundation Phase teacher training programme were tested on 93 items comprising multiple choice, short answer and constructed response formats. That elicited both conceptual and procedural understanding.","PeriodicalId":43521,"journal":{"name":"Pythagoras","volume":null,"pages":null},"PeriodicalIF":0.3000,"publicationDate":"2019-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4102/pythagoras.v40i1.441","citationCount":"2","resultStr":"{\"title\":\"Towards validation of a rational number instrument: An application of Rasch measurement theory\",\"authors\":\"J. Maseko, K. Luneta, Caroline Long\",\"doi\":\"10.4102/pythagoras.v40i1.441\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Venkat and Spaull (2015) reported that 79% of 401 South African Grade 6 mathematics teachers showed proficiency of content knowledge below Grade 6–7 level in a Southern and East African Consortium for Monitoring Educational Quality (SACMEQ) 2007 mathematics teacher test. Universities recruit and receive students from some of these school where these teachers are teaching. In the previous years of teaching first-year students in the mathematics module in the Foundation Phase teacher development programme, we noticed that each cohort of prospective teachers come with knowledge bases that are at different levels. These classes, of students’ with varied mathematics knowledge, are difficult to teach unless you have some idea of their conceptual and procedural gaps. This varied knowledge base is greatly magnified in the domain of rational numbers in which they are expected to be knowledgeable and confident in order to teach and lay a good foundation in future teaching. An instrument, functioning as a diagnostic and baseline test for the 2015 first-year Foundation Phase cohort, was constructed at the university level in the fractions-decimals-percentages triad. This instrument aimed at gauging the level of students’ cognitive understanding of rational numbers as well as evaluating the validity of the instrument that was used to elicit their mathematical cognition. All the participants admitted into the Foundation Phase teacher training programme were tested on 93 items comprising multiple choice, short answer and constructed response formats. That elicited both conceptual and procedural understanding.\",\"PeriodicalId\":43521,\"journal\":{\"name\":\"Pythagoras\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.3000,\"publicationDate\":\"2019-12-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.4102/pythagoras.v40i1.441\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Pythagoras\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4102/pythagoras.v40i1.441\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Pythagoras","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4102/pythagoras.v40i1.441","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 2

摘要

Venkat和Spaull(2015)报告称,在2007年南非和东非教育质量监测联盟(SACMEQ)数学教师测试中,401名南非六年级数学教师中,79%的教师表现出低于6-7年级水平的内容知识熟练程度。大学从这些教师任教的一些学校招收和接收学生。在前几年为一年级学生教授基础阶段教师发展计划中的数学模块时,我们注意到,每一批未来的教师都有不同水平的知识库。这些课程由具有不同数学知识的学生组成,除非你对它们在概念和程序上的差距有所了解,否则很难教授。这种多样的知识库在有理数领域被极大地放大了,在有理数中,他们被期望知识渊博和自信,以便教学并为未来的教学奠定良好的基础。在大学层面构建了一种仪器,作为2015年一年级基础阶段队列的诊断和基线测试,采用分数-小数-百分比三元组。该工具旨在衡量学生对有理数的认知理解水平,并评估用于引发他们数学认知的工具的有效性。所有进入基础阶段教师培训计划的参与者都接受了93个项目的测试,包括多项选择、简短回答和构建的回答格式。这引起了对概念和程序的理解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Towards validation of a rational number instrument: An application of Rasch measurement theory
Venkat and Spaull (2015) reported that 79% of 401 South African Grade 6 mathematics teachers showed proficiency of content knowledge below Grade 6–7 level in a Southern and East African Consortium for Monitoring Educational Quality (SACMEQ) 2007 mathematics teacher test. Universities recruit and receive students from some of these school where these teachers are teaching. In the previous years of teaching first-year students in the mathematics module in the Foundation Phase teacher development programme, we noticed that each cohort of prospective teachers come with knowledge bases that are at different levels. These classes, of students’ with varied mathematics knowledge, are difficult to teach unless you have some idea of their conceptual and procedural gaps. This varied knowledge base is greatly magnified in the domain of rational numbers in which they are expected to be knowledgeable and confident in order to teach and lay a good foundation in future teaching. An instrument, functioning as a diagnostic and baseline test for the 2015 first-year Foundation Phase cohort, was constructed at the university level in the fractions-decimals-percentages triad. This instrument aimed at gauging the level of students’ cognitive understanding of rational numbers as well as evaluating the validity of the instrument that was used to elicit their mathematical cognition. All the participants admitted into the Foundation Phase teacher training programme were tested on 93 items comprising multiple choice, short answer and constructed response formats. That elicited both conceptual and procedural understanding.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Pythagoras
Pythagoras EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
1.50
自引率
16.70%
发文量
12
审稿时长
20 weeks
期刊介绍: Pythagoras is a scholarly research journal that provides a forum for the presentation and critical discussion of current research and developments in mathematics education at both national and international level. Pythagoras publishes articles that significantly contribute to our understanding of mathematics teaching, learning and curriculum studies, including reports of research (experiments, case studies, surveys, philosophical and historical studies, etc.), critical analyses of school mathematics curricular and teacher development initiatives, literature reviews, theoretical analyses, exposition of mathematical thinking (mathematical practices) and commentaries on issues relating to the teaching and learning of mathematics at all levels of education.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信