A Diagnostic Cognitive Modeling Approach to Evaluating the Multidimensionality of Knowledge About Linear Functions

• In Event: Developing and Establishing Validity Evidence: In Theory and Practice

Abstract

Theory and research related to the development of algebra knowledge and skills often focus on the order of acquiring different types of knowledge, the degree to which one type of knowledge influences the other, or the relative importance of one type of knowledge versus another in overall mastery (e.g., procedural versus conceptual knowledge, verbal versus graphical versus symbolic representation). However there is limited evidence about the degree to which these types of knowledge represent different dimensions of algebra knowledge and skills. This study illustrates the application of diagnostic cognitive modeling to evaluating the independence of these constructs.

Authors

• Tammy D. Tolar, University of Houston

• J Young, University of Houston

• David J. Francis, University of Houston

• Jeffrey J Morgan, University of Houston