Measurement

Validation: A Burgeoning Methodology for Mathematics Education Scholarship

Validity-related issues are a growing topic within the mathematics education community. Until recently, validation has been treated as something to gather when convenient or is rarely reported in ways that conform to current standards for assessment development. This theoretically-focused proceeding adds to a burgeoning theoretical argument that validation should be considered a methodology within mathematics education scholarship. We connect to design-science research, which is a well-established framework within mathematics education.

Lead Organization(s): 
Year: 
2018
Short Description: 
The goal for this proceeding is to foster the conversation about validation using examples and to communicate information about validation in ways that are broadly accessible.

Content validity evidence for new problem-solving measures (PSM3, PSM4, and PSM5)

Bostic, J., Matney, G., Sondergeld, T., & Stone, G. (2018, November). Content validity evidence for new problem-solving measures (PSM3, PSM4, and PSM5). In T. Hodges, G. Roy, & A. Tyminski (Eds.), Proceedings for the 40h Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1641). Greenville, SC.

Lead Organization(s): 
Year: 
2018
Short Description: 
The study’s purpose is to describe content validity evidence related to new problem-solving measures currently under development.

Classroom Learning Partner Tools Documentation

Classroom Learning Partner (CLP) tools allow students and teachers to create, annotate, and manipulate visual representations to solve math problems. The tools may be used for a number of mathematical purposes, but were mainly conceived to assist in creating visual representations for multiplication and division. The underlying model of multiplication and division assumed by the current set of tools involves a repetition of groups of the same size.

Year: 
2016
Short Description: 
CLP contains seven tools for use in creating visual representations, as shown in examples. More details about using each tool follow these examples.
Resource(s): 

Learning and Teaching Measurement: Coordinating Quantity and Number

Smith, J. P., & Barrett, J. E. (2017). The learning and teaching of measurement: Coordinating quantity and number. In J. Cai (Ed.), Compendium for research in mathematics education (pp. 355–385). Reston, VA: National Council of Teachers of Mathematics.

Lead Organization(s): 
Year: 
2017
Short Description: 
This chapter focused on learning and teaching measurement.

Children’s Measurement: A Longitudinal Study of Children’s Knowledge and Learning of Length, Area, and Volume

Quantitative reasoning and measurement competencies support the development of mathematical and scientific thinking in children in the early and middle grades and are fundamental to science, technology, engineering, and mathematics (STEM) education. The sixteenth Journal for Research in Mathematics Education (JRME) monograph is a report on a four-year-long multisite longitudinal study that studied children’s thinking and learning about geometric measurement (i.e., length, area, and volume).

Year: 
2017
Short Description: 
This monograph is a report on a four-year-long multisite longitudinal study that studied children’s thinking and learning about geometric measurement (i.e., length, area, and volume).

Evaluation of three interventions teaching area measurement as spatial structuring to young children

We evaluated the effects of three instructional interventions designed to support young children’s understanding of area measurement as a structuring process.

Year: 
2018
Short Description: 
In this article, authors evaluated the effects of three instructional interventions designed to support young children’s understanding of area measurement as a structuring process.

Scientific Modeling across the K–12 Continuum: Alignment between Theoretical Foundations and Classroom Interventions

STEM Categorization: 
Day: 
Thu

Explore methods and challenges associated with supporting and evaluating scientific modeling in K–12 classrooms in this structured poster session.

Date/Time: 
2:15 pm to 3:45 pm
Session Materials: 

In this interactive panel symposium, presenters will draw from a set of active DR K-12 projects to explore a diverse array of resources, models, and tools (RMTs) designed to operationalize varying perspectives on scientific modeling in elementary, middle, and secondary classrooms across disciplinary domains.

Session Types: 

Data-Intensive Research in Education: New Opportunities for Making an Impact

STEM Categorization: 
Day: 
Thu

Join a facilitated discussion about the application of data science to education, drawing on a recent NSF-sponsored report. Participants share insights from DR K–12 projects.

Date/Time: 
9:30 am to 11:00 am
Session Materials: 

The Computing Research Association’s report from an NSF-sponsored workshop describes seven next steps for data-intensive research in education:

Session Types: 

Challenges Aligning Existing Measures with Professional Development Learning Goals to Evaluate Program Effectiveness

Day: 
Wed

This session provides a forum for discussing the challenges of evaluating program effectiveness by using existing measures that vary in their alignment with program learning goals.

Date/Time: 
9:45 am to 11:45 am
2014 Session Types: 
Collaborative Panel Session
Session Materials: 

This session provides a forum for discussion around issues of alignment between programs, their learning goals, and the measures for assessing program effectiveness. The session seeks to offer ideas and strategies on how to tackle these kinds of issues.

The session addresses a common challenge in research—the tension between the need for using existing measures to ensure that research results can be compared across studies and the need for using measures that are well-aligned with a program’s learning goals to assess treatment effects.

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