A Preliminary Validity Evaluation of a Learning Progression for the Concept of Function. Research Report. ETS RR-19-21

Autor/inn/en	Graf, Edith Aurora; Peters, Stephanie; Fife, James H.; van Rijn, Peter W.; Arieli-Attali, Meirav; Marquez, Elizabeth
Titel	A Preliminary Validity Evaluation of a Learning Progression for the Concept of Function. Research Report. ETS RR-19-21
Quelle	In: ETS Research Report Series, (2019), (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	Mathematical Concepts; Learning Processes; Sequential Approach; Student Development; Algebra; Mathematics Education; Pattern Recognition; Thinking Skills; Mathematics Skills; Secondary School Mathematics; Secondary School Students; Geometry; Calculus; Student Evaluation; Graphs; Mathematical Logic; New Jersey; Pennsylvania + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Schrittfolge; Mathematische Bildung; Mustererkennung; Denkfähigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Sekundarschüler; Geometrie; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Schulnote; Studentische Bewertung; Grafische Darstellung; Mathematical logics; Mathematische Logik
Abstract	Learning progressions (LPs) describe the development of domain-specific knowledge, skills, and understanding. Each level of an LP characterizes a phase of student thinking en route to a target performance. The rationale behind LP development is to provide road maps that can be used to guide student thinking from one level to the next. The validity of an LP cannot be taken for granted, however. LPs evolve from a synthesis of multiple research studies, subject-matter expertise, and standards documents. They are working models of student development that may require revision in light of critique and empirical evidence. The formulation of an LP is an iterative process in which expert feedback is elicited, data are collected, and the LP is revised accordingly. We developed an LP for the concept of function both because the concept of function is challenging to attain and because it is central to the study of algebra and higher mathematics. We report early findings with respect to the validity of the concept of function LP, based on small-scale cognitive interviews and expert reviews. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01