Construct maps and item frameworks: an example in proportional reasoning-Reference-Cited by-同舟云学术

Construct maps and item frameworks: an example in proportional reasoning

Published:2022-06-16 Issue: Volume: Page:
ISSN:1033-2170
Container-title:Mathematics Education Research Journal
language:en
Short-container-title:Math Ed Res J

Author:

Carney Michele B.^ORCID,Smith Everett,Hughes Gwyneth^ORCID

Abstract

AbstractConstruct maps and related item type frameworks, which respectively describe and identify common patterns in student reasoning, provide teachers with tools to support instruction built upon students’ intuitive thinking. We present a methodological approach–embedded within common assessment development processes–for developing such construct maps and item type frameworks which entails (1) articulating a construct map, (2) developing diagnostic item types, (3) comparing item type difficulties, and (4) modifying or providing evidence in support of the construct map. We present an example focused on students’ proportional reasoning based on its centrality to mathematical success. The results further inform our construct map for students’ proportional reasoning and provide a diagnostic item-type framework.

Publisher

Springer Science and Business Media LLC

Subject

Education,General Mathematics

Link

https://link.springer.com/content/pdf/10.1007/s13394-022-00415-z.pdf

Reference66 articles.

1. Akatufba, A. H., & Wallace, J. (1999). Mathematical dimensions of students’ use of proportional reasoning in high school physics. School Science & Mathematics, 99(1), 31–41.

2. Andrich, D., De Jong, J., & Sheridan, B. E. (1997). Diagnostic opportunities with the Rasch model for ordered response categories. In J. Rost & R. Langeheine (Eds.), Applications of latent trait and latent class models in the social sciences (pp. 59–70). New York, NY: Waxmann.

3. Behr, M. J., Harel, G., Post, T., & Lesh, R. (1992). Rational number, ratio, and proportion. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 296–333). McMillan.

4. Bolt, D. M., Kim, J.-S., Blanton, M., & Knuth, E. (2016). Applications of item response theory in mathematics education research. In A. Izsak, J. Remillard, & J. Templin (Eds.), Psychometric methods in mathematics education: Opportunities, challenges, and interdisciplinary collaborations (pp. 31–52). National Council of Teachers of Mathematics.

5. Bond, T. G., & Fox, C. M. (2013). Applying the Rasch model: Fundamental measurement in the human sciences. Psychology Press.

Cited by 1 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Review of the fidelity measures in universal behavioral supports;Journal of Behavior Analysis and Support;2022-12