"Mathematical Knowledge for Teaching": Adapting U.S. Measures for Use in Ireland

Autor/inn/en	Delaney, Sean; Ball, Deborah Loewenberg; Hill, Heather C.; Schilling, Stephen G.; Zopf, Deborah
Titel	"Mathematical Knowledge for Teaching": Adapting U.S. Measures for Use in Ireland
Quelle	In: Journal of Mathematics Teacher Education, 11 (2008) 3, S.171-197 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-008-9072-1
Schlagwörter	Mathematics Instruction; Knowledge Base for Teaching; Pedagogical Content Knowledge; Interviews; Correlation; Knowledge Level; Cultural Differences; Integrity; Foreign Countries; Psychometrics; Teaching Methods; Ireland; United States + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Interviewing; Interviewtechnik; Korrelation; Wissensbasis; Kultureller Unterschied; Integrität; Ausland; Psychometry; Psychometrie; Teaching method; Lehrmethode; Unterrichtsmethode; Irland; USA
Abstract	This article describes a study in which measures of mathematical knowledge for teaching developed in the United States were adapted to measure mathematical knowledge for teaching in Ireland. When adapting the measures it was not assumed that the mathematical knowledge used by Irish and U.S. teachers is the same. Instead psychometric and interview-based methods were used to determine a correspondence between the constructs being measured, and ensure the integrity of item performance in the Irish context. The study found overlap between the knowledge that is used to teach in both Ireland and the United States, and that the items tapped into this knowledge. However, specific findings confirm the usefulness of conducting extensive checks on the validity of items used in cross-national contexts. The process of adaptation is described to provide guidance for others interested in using the items to measure mathematical knowledge for teaching outside the United States. The process also enabled the authors to raise questions about the assumptions that lie behind the practice-based construct of mathematical knowledge for teaching. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10