Learning Pathways within the Multiplicative Conceptual Field

Caroline Long

Learning Pathways within the Multiplicative Conceptual Field

Insights Reflected through a Rasch Measurement Framework

2015,  Empirische Studien zur Didaktik der Mathematik,  Band 24,  248  Seiten,  broschiert,  39,90 €,  ISBN 978-3-8309-3289-5

zurück zur Übersicht

The transition from whole numbers to rational numbers and the associated mastery of the multiplicative conceptual field constitute an important development in lower secondary schooling. The study “Learning Pathways within the Multiplicative Conceptual Field” by Caroline Long draws primarily on the theory of conceptual fields as a framework that is mathematical and enables a cognitive perspective by identifying the concepts- and theorems-in-action that lead to underlying concepts and theorems.

Application of the Rasch model configures the location of both item difficulty and learner proficiency on one scale. Diagnostics explore the validity of the instrument for measurement. The ordering of items enables the analysis of hierarchical conceptual strands and additional insights into the mastery of concepts by subsets of learners at particular levels. The resulting matrix, of interactions of learner proficiency and item complexity, provides an overview of the concepts attained and not yet mastered. These insights permit teacher interventions specific to each learner subset at a shared common current zone of proximal development along the scale.

Autoreninfo

Caroline Long has received her doctorate in Mathematics Education from the University of Cape Town in 2011 and is Senior Lecturer in the Faculty of Education at the University of Pretoria, where she is responsible for teaching mathematics education courses, and modules on assessment. She is also Deputy Director at the Centre for Evaluation and Assessment. Her primary research foci are mathematics education, professional development, teacher agency and assessment. Current work relies on collaboration with researchers at other South African institutions, and in Australia, Canada, England, Germany, India, the Netherlands, Scotland and the USA.

Vielleicht interessiert Sie auch:

Förderung früher mathematischer Kompetenzen

Claudia Hildenbrand

Förderung früher mathematischer Kompetenzen

Eine Interventionsstudie zu den Effekten unterschiedlicher Förderkonzepte

Ko-Konstruktive Problemlösegespräche im Mathematikunterricht

Gyde Höck

Ko-Konstruktive Problemlösegespräche im Mathematikunterricht

Eine Studie zur lernpartnerschaftlichen Entwicklung mathematischer Lösungen unter Grundschulkindern

AnschlussM

Gerald WittmannAnne LevinDagmar Bönig (Hrsg.)

AnschlussM

Anschlussfähigkeit mathematikdidaktischer Überzeugungen und Praktiken von ErzieherInnen und GrundschullehrerInnen

Modeling and Measuring Knowledge and Competencies of Teachers

Anke Lindmeier

Modeling and Measuring Knowledge and Competencies of Teachers

A Threefold Domain-Specific Structure Model for Mathematics