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VALIDATION OF A U.S. INSTRUMENT FOR DIAGNOSING MATHEMATICS TEACHER KNOWLEDGE FOR USE IN CHINA.

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Title: VALIDATION OF A U.S. INSTRUMENT FOR DIAGNOSING MATHEMATICS TEACHER KNOWLEDGE FOR USE IN CHINA.
Authors: Xingfeng Huang1 xfhuang@shnu.edu.cn, Rui Kang2 rui.kang@gcsu.edu, Yawei Shen3 yawei.shen51@uga.edu, Andrew Izsák4 Andrew.Izsák@tufts.edu
Source: Conference Papers -- Psychology of Mathematics & Education of North America. 11/14/2019, p719-724. 6p.
Subject Terms: *Mathematics education, *Mathematics teachers, *Middle school education, Rational numbers, Measurement, Mathematical models
Abstract: We report the results of a validity study of a multidimensional fraction arithmetic test with a sample of 371 Chinese middle school mathematics teachers. The test was originally developed and validated in the U. S. using diagnostic classification models (DCMs). It contains four attributes related to fraction multiplication and division reasoning. The results provide crosscultural support for DCMs to reliably measure multidimensional constructs. The response patterns from the Chinese sample were compared to those of a US sample of 990 middle school teachers and provide a strong rationale for international collaboration. [ABSTRACT FROM AUTHOR]
Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
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  Data: VALIDATION OF A U.S. INSTRUMENT FOR DIAGNOSING MATHEMATICS TEACHER KNOWLEDGE FOR USE IN CHINA.
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  Data: <searchLink fieldCode="AR" term="%22Xingfeng+Huang%22">Xingfeng Huang</searchLink><relatesTo>1</relatesTo><i> xfhuang@shnu.edu.cn</i><br /><searchLink fieldCode="AR" term="%22Rui+Kang%22">Rui Kang</searchLink><relatesTo>2</relatesTo><i> rui.kang@gcsu.edu</i><br /><searchLink fieldCode="AR" term="%22Yawei+Shen%22">Yawei Shen</searchLink><relatesTo>3</relatesTo><i> yawei.shen51@uga.edu</i><br /><searchLink fieldCode="AR" term="%22Andrew+Izsák%22">Andrew Izsák</searchLink><relatesTo>4</relatesTo><i> Andrew.Izsák@tufts.edu</i>
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  Data: *<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+teachers%22">Mathematics teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Middle+school+education%22">Middle school education</searchLink><br /><searchLink fieldCode="DE" term="%22Rational+numbers%22">Rational numbers</searchLink><br /><searchLink fieldCode="DE" term="%22Measurement%22">Measurement</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+models%22">Mathematical models</searchLink>
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  Data: We report the results of a validity study of a multidimensional fraction arithmetic test with a sample of 371 Chinese middle school mathematics teachers. The test was originally developed and validated in the U. S. using diagnostic classification models (DCMs). It contains four attributes related to fraction multiplication and division reasoning. The results provide crosscultural support for DCMs to reliably measure multidimensional constructs. The response patterns from the Chinese sample were compared to those of a US sample of 990 middle school teachers and provide a strong rationale for international collaboration. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Code: eng
        Text: English
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      – SubjectFull: Mathematics education
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      – SubjectFull: Mathematics teachers
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      – SubjectFull: Middle school education
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      – SubjectFull: Rational numbers
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      – SubjectFull: Measurement
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      – TitleFull: VALIDATION OF A U.S. INSTRUMENT FOR DIAGNOSING MATHEMATICS TEACHER KNOWLEDGE FOR USE IN CHINA.
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              Text: 11/14/2019
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              Y: 2019
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