Poster #32 - Using Assessment Items to Identify Distinguishable Dimensions of Teachers' Mathematical Knowledge for Teaching Secondary Geometry

• In Event: 79.052 - MTCC Poster Session 19
  In Poster Session: 79.052-2 - Educational Measurement, Psychometrics, and Assessment Poster Session

Abstract

This study proposes a framework for structuring assessment items to identify multiple distinguishable dimensions of teachers’ mathematical knowledge, organized by tasks of teaching and instructional situations. We evaluated the plausibility of the suggested framework using the responses from 602 U.S. in-service high school teachers’ responses to a set of assessment items, designed to measure mathematical knowledge for teaching geometry. In the evaluation, two measurement models under different assumptions on the knowledge scale (continuous and binary) were applied to the scored responses. The result shows similarities and differences among the hypothesized dimensions of teachers’ knowledge.

Authors

• Inah Ko, University of Michigan - Ann Arbor

• Patricio G. Herbst, University of Michigan - Ann Arbor