Evaluating a Revised Developmental Progression for Volume Measurement—Kindergarten Through Grade 2

• In Event: Roundtable Session 2
  In Roundtable Session: Children's Development of Mathematical Concept Knowledge

Abstract

The purpose of this research was use Rasch modeling to answer the following research questions:
(1) Are the hypothesized developmental progressions for filling, packing, building, and comparing volume in Kindergarten through Grade 2 valid?
(2) Is the hypothesized developmental progression for volume incorporating subtrajectories for filling, packing, building, and comparing, valid when considered as a single developmental progression?

Results indicate the evidence of unidimensionality and good fit of items to the Rasch model, as well as a correlation between item difficulty and level of thinking in the developmental progression support a single developmental progression incorporating subtrajectories for filling, packing, building, and comparing volume. Overall, the evidence supports that the developmental progressions for filling, packing, building, and comparing are valid.

Author

• Douglas W. Van Dine, University of Denver