Examination of Children's Strategy Use on Geometric Measurement Assessment Items

• In Event: 72.049 - Roundtable Session 34
  In Roundtable Session: 72.049-7 - Effective Strategy Use in Mathematics Education

Abstract

Advancing our understanding of learning requires comprehensive diagnostic measures. Researchers often develop instruments using correctness scores (and a variety of theories and techniques, such as Item Response Theory) for validation and scoring. Less frequently, observations of children’s strategies are incorporated into the design, development, and application of assessments. We conducted 1131 one-on-one interviews involving 833 pre-K to Grade 3 children using measurement assessment items, recording both correctness and, when observable, strategy use. Here we conduct qualitative analysis of children’s strategies to validate the interpretation of items, including their assignment to levels of a theoretical developmental progression to to guide and inform the larger, statistical analyses.

Authors

• Douglas W. Van Dine, Metropolitan State University of Denver

• Julie Sarama, University of Denver

• Douglas H. Clements, University of Denver

• Curtis Tatsuoka, Case Western Reserve University

• Kikum Tatsuoka, Teachers College, Columbia University