Cirillo, M. & Hummer, J. (2019). Addressing misconceptions in secondary geometry proof. Mathematics Teacher, 112(6).
Use these ideas to diagnose and address common conceptual obstacles that inhibit students’ success.
The purpose of this study was to develop and validate a survey of opportunities to participate (OtP) in science that will allow educators and researchers to closely approximate the types of learning opportunities students have in science classrooms. Additionally, we examined whether and how opportunity gaps in science learning may exist across schools with different socioeconomic levels. The OtP in science survey consists of four dimensions that include acquiring foundational knowledge, planning an investigation, conducting an investigation, and using evidence to communicate findings.
The purpose of this study was to develop and validate a survey of opportunities to participate (OtP) in science that will allow educators and researchers to closely approximate the types of learning opportunities students have in science classrooms.
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.
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.
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.
The study’s purpose is to describe content validity evidence related to new problem-solving measures currently under development.
Understand students’ fraction concepts through interview tasks. Includes tasks and guide to record student thinking.
Understand students’ fraction concepts through interview tasks. Includes tasks and guide to record student thinking.
Documenting how students with learning disabilities (LD) initially conceive of fractional quantities, and how their understandings may align with or differ from students with mathematics difficulties, is necessary to guide development of assessments and interventions that attach to unique ways of thinking or inherent difficulties these students may face understanding fraction concepts. One way to characterize such conceptions is through the creation of a framework that depicts key understandings evidenced as students work with problematic situations.
This study extends current literature by presenting key understandings of fractions, documented through problem-solving activity, language, representations, and operations, evidenced by students with LD and mathematics difficulties as they engaged with equal sharing problems.
Mathematics standards in the United States describe communication as an essential part of mathematics. One outlet for communication is writing. To understand the mathematics writing of students, we conducted a synthesis to evaluate empirical research about mathematics writing. We identified 29 studies that included a mathematics-writing assessment, intervention, or survey for students in 1st through 12th grade. All studies were published between 1991 and 2015.
To understand the mathematics writing of students, we conducted a synthesis to evaluate empirical research about mathematics writing. We identified 29 studies that included a mathematics-writing assessment, intervention, or survey for students in 1st through 12th grade. All studies were published between 1991 and 2015.
Three middle school science curricular units on the topics of genetics, ocean biodiversity & discourse, and solar ovens & design critiques.
This book uses meta-analysis to synthesize research on scaffolding and scaffolding-related interventions in STEM (science, technology, engineering, and mathematics) education. Specifically, the volume examines the extent to which study quality, assessment type, and scaffolding characteristics (strategy, intended outcome, fading schedule, scaffolding intervention, and paired intervention) influence cognitive student outcomes.
This book examines the extent to which study quality, assessment type, and scaffolding characteristics (strategy, intended outcome, fading schedule, scaffolding intervention, and paired intervention) influence cognitive student outcomes.
How do we measure knowledge in use? In this paper we describe how we use principles of evidence-centered design to develop classroom-based science assessments that integrate three dimensions of science proficiency—disciplinary core ideas, science practices, and crosscutting concepts. In our design process, we first elaborate on, or “unpack”, the assessable components of the three dimensions.
How do we measure knowledge in use? In this paper we describe how we use principles of evidence-centered design to develop classroom-based science assessments that integrate three dimensions of science proficiency—disciplinary core ideas, science practices, and crosscutting concepts.
