Literaturnachweis - Detailanzeige
| Autor/inn/en | Hodkowski, Nicola M.; Gardner, Amber; Jorgensen, Cody; Hornbein, Peter; Johnson, Heather L.; Tzur, Ron |
|---|---|
| Titel | Designing a Stage-Sensitive Written Assessment of Elementary Students' Scheme for Multiplicative Reasoning [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016). |
| Quelle | (2016), (7 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Elementary School Students; Mathematics Instruction; Multiplication; Thinking Skills; Inferences; Student Evaluation; Evaluation Methods; Number Concepts; Interviews; Cues; Item Analysis |
| Abstract | In this paper we examine the application of Tzur's (2007) fine-grained assessment to the design of an assessment measure of a particular multiplicative scheme so that non-interview, good enough data can be obtained (on a large scale) to infer into elementary students' reasoning. We outline three design principles that surfaced through our recent effort to devise a sequence of items to assess at which stage--participatory or anticipatory--a child might have constructed the multiplicative double counting (mDC) scheme (Tzur et al., 2013). These principles include the nature and sequencing of prompts, number choice, and authenticity of responses. [For the complete proceedings, see ED583608.] (As Provided). |
| Anmerkungen | North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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