Learning pathways within the multiplicative conceptual field :: insights reflected through a rasch measurement framework /
The transition from whole numbers to rational numbers and the associated mastery of the multiplicative conceptual field constitute an important development in lower secondary schooling. This study draws primarily on the theory of conceptual fields as a framework that is mathematical and enables a co...
Gespeichert in:
| 1. Verfasser: | |
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Münster :
Waxmann Verlag Gmbh,
2015.
|
| Schriftenreihe: | Empirische Studien zur Didaktik der Mathematik ;
v. 24. |
| Schlagworte: | |
| Online-Zugang: | DE-862 DE-863 |
| Zusammenfassung: | The transition from whole numbers to rational numbers and the associated mastery of the multiplicative conceptual field constitute an important development in lower secondary schooling. This study draws primarily on the theory of conceptual fields as a framework that is mathematical and enables a cognitive perspective by identifying the concepts- and theorems-in-action that lead to underlying concepts and theorems. Application of the Rasch model configures the location of both item difficulty and learner proficiency on one scale. Diagnostics explore the validity of the instrument for measurement. The ordering of items enables the analysis of hierarchical conceptual strands and additional insights into the mastery of concepts by subsets of learners at particular levels. The resulting matrix, of interactions of learner proficiency and item complexity, provides an overview of the concepts attained and not yet mastered. These insights permit teacher interventions specific to each learner subset at a shared common current zone of proximal development along the scale. |
| Beschreibung: | 1 online resource |
| Bibliographie: | Includes bibliographical references. |
| ISBN: | 3830982895 9783830982890 |
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| series | Empirische Studien zur Didaktik der Mathematik ; |
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| spelling | Long, C. (Caroline), 1954- https://id.oclc.org/worldcat/entity/E39PCjKvCpJJCVMpBjJgVKQVT3 http://id.loc.gov/authorities/names/no2002019502 Learning pathways within the multiplicative conceptual field : insights reflected through a rasch measurement framework / Caroline Long. Münster : Waxmann Verlag Gmbh, 2015. 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier Empirische Studien zur Didaktik der Mathematik ; volume 24 Includes bibliographical references. The transition from whole numbers to rational numbers and the associated mastery of the multiplicative conceptual field constitute an important development in lower secondary schooling. This study draws primarily on the theory of conceptual fields as a framework that is mathematical and enables a cognitive perspective by identifying the concepts- and theorems-in-action that lead to underlying concepts and theorems. Application of the Rasch model configures the location of both item difficulty and learner proficiency on one scale. Diagnostics explore the validity of the instrument for measurement. The ordering of items enables the analysis of hierarchical conceptual strands and additional insights into the mastery of concepts by subsets of learners at particular levels. The resulting matrix, of interactions of learner proficiency and item complexity, provides an overview of the concepts attained and not yet mastered. These insights permit teacher interventions specific to each learner subset at a shared common current zone of proximal development along the scale. Mathematics Study and teaching (Elementary) http://id.loc.gov/authorities/subjects/sh85082163 Multiplication. http://id.loc.gov/authorities/subjects/sh85088381 Multiplication (Arithmétique) EDUCATION Elementary. bisacsh Mathematics Study and teaching (Elementary) fast Multiplication fast has work: Learning pathways within the multiplicative conceptual field (Text) https://id.oclc.org/worldcat/entity/E39PCFYR37D7brxwCXYrxbVtJC https://id.oclc.org/worldcat/ontology/hasWork Empirische Studien zur Didaktik der Mathematik ; v. 24. |
| spellingShingle | Long, C. (Caroline), 1954- Learning pathways within the multiplicative conceptual field : insights reflected through a rasch measurement framework / Empirische Studien zur Didaktik der Mathematik ; Mathematics Study and teaching (Elementary) http://id.loc.gov/authorities/subjects/sh85082163 Multiplication. http://id.loc.gov/authorities/subjects/sh85088381 Multiplication (Arithmétique) EDUCATION Elementary. bisacsh Mathematics Study and teaching (Elementary) fast Multiplication fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85082163 http://id.loc.gov/authorities/subjects/sh85088381 |
| title | Learning pathways within the multiplicative conceptual field : insights reflected through a rasch measurement framework / |
| title_auth | Learning pathways within the multiplicative conceptual field : insights reflected through a rasch measurement framework / |
| title_exact_search | Learning pathways within the multiplicative conceptual field : insights reflected through a rasch measurement framework / |
| title_full | Learning pathways within the multiplicative conceptual field : insights reflected through a rasch measurement framework / Caroline Long. |
| title_fullStr | Learning pathways within the multiplicative conceptual field : insights reflected through a rasch measurement framework / Caroline Long. |
| title_full_unstemmed | Learning pathways within the multiplicative conceptual field : insights reflected through a rasch measurement framework / Caroline Long. |
| title_short | Learning pathways within the multiplicative conceptual field : |
| title_sort | learning pathways within the multiplicative conceptual field insights reflected through a rasch measurement framework |
| title_sub | insights reflected through a rasch measurement framework / |
| topic | Mathematics Study and teaching (Elementary) http://id.loc.gov/authorities/subjects/sh85082163 Multiplication. http://id.loc.gov/authorities/subjects/sh85088381 Multiplication (Arithmétique) EDUCATION Elementary. bisacsh Mathematics Study and teaching (Elementary) fast Multiplication fast |
| topic_facet | Mathematics Study and teaching (Elementary) Multiplication. Multiplication (Arithmétique) EDUCATION Elementary. Multiplication |
| work_keys_str_mv | AT longc learningpathwayswithinthemultiplicativeconceptualfieldinsightsreflectedthrougharaschmeasurementframework |