Empirical Study of a Competence Structure Model Regarding Conversions of Representations -- The Case of Fractions [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).

Autor/inn/en	Dreher, Anika; Kuntze, Sebastian; Winkel, Kirsten
Titel	Empirical Study of a Competence Structure Model Regarding Conversions of Representations -- The Case of Fractions [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Skills; Mathematical Concepts; Fractions; Item Response Theory; Mathematics Tests; Secondary School Students; Grade 6; Foreign Countries; Problem Solving; Test Items; Goodness of Fit; Mathematics Instruction; Visual Aids; Scores; Germany + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Bruchrechnung; Item-Response-Theorie; Sekundarschüler; School year 06; 6. Schuljahr; Schuljahr 06; Ausland; Problemlösen; Test content; Testaufgabe; Mathematics lessons; Mathematikunterricht; Anschauungsmaterial; Deutschland
Abstract	Given the key role of conversions of representations for mathematical understanding, it is highly relevant to investigate in detail competencies regarding conversions of representations. In particular, a corresponding competence model should not only be developed theoretically, but also examined empirically. However, such empirical studies are rather scarce, especially concerning content domains other than functions. Consequently, this study focuses on the design and empirical validation of a competence structure model regarding conversions of representations in the domain of fractions using multidimensional item response modelling. The results suggest that the data support the theoretically developed structure of the model and moreover, they indicate a hierarchical relationship which may give rise to a competence level model. [For the complete proceedings, see ED597799.] (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