skip to Main Content
“Measuring Mathematical Knowledge For Teaching Fractions With Drawn Quantities”

Izsak, A., Jacobson, E., de Araujo, Z., & Orrill, C. H. (2012). Measuring mathematical knowledge for teaching fractions with drawn quantities. Journal for Research in Mathematics Education, 43(4), 391-427.

Authors:
Andrew Izsák University of Georgia
Erik Jacobson, University of Georgia
Zandra de Araujo, University of Missouri
Chandra Hawley Orrill, University of Massachusetts Dartmouth

Journal:
Jouranl for Research in Mathematics Education, Volume 43, Issue 4, 2012, pp. 391-427

Abstract:
Researchers have recently used traditional item response theory (IRT) models to measure mathematical knowledge for teaching (MKT). Some studies (e.g., Hill, 2007; Izsák, Orrill, Cohen, & Brown, 2010), however, have reported subgroups when measuring middle-grades teachers’ MKT, and such groups violate a key assumption of IRT models. This study investigated the utility of an alternative called the mixture Rasch model that allows for subgroups. The model was applied to middle-grades teachers’ performance on pretests and posttests bracketing a 42-hour professional development course focused on drawn models for fraction arithmetic.

 

For more information on this article.

Back To Top