MEASURING CONCEPTUAL UNDERSTANDING: PATTERNS WITHIN THE SPECIAL EDUCATION LITERATURE.

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Bibliographic Details
Title:	MEASURING CONCEPTUAL UNDERSTANDING: PATTERNS WITHIN THE SPECIAL EDUCATION LITERATURE.
Authors:	Griffin, Camille¹ enmason@illinois.edu, Mason, Erica N.¹ cgriffi5@illinoi.edu, Connor, Kate² kate.connor@wmich.edu
Source:	Conference Papers -- Psychology of Mathematics & Education of North America. 2024, p32-40. 9p.
Subject Terms:	Special education, Mathematical ability, Students with disabilities, Educational tests & measurements, *Mathematics students
Abstract:	Conceptual understanding is an essential component of mathematical proficiency for all students, including students with disabilities. Yet, in the special education literature, conceptual understanding is a term often used but rarely defined. To gain insight into how conceptual understanding has been measured (and thus defined), we conducted a systematic review of the special education literature over the past thirty years. Using Skemp’s (1978) continuum of understanding, we found most tools and activities reflected instrumental understanding (i.e., disconnected bits of discrete information), employed scoring techniques that emphasized accuracy, or did not provide sufficient information to be coded. The findings suggest aspects of the special education literature base that warrant further exploration and highlight the need for increased opportunities for students with disabilities to develop relational understanding. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Conceptual understanding is an essential component of mathematical proficiency for all students, including students with disabilities. Yet, in the special education literature, conceptual understanding is a term often used but rarely defined. To gain insight into how conceptual understanding has been measured (and thus defined), we conducted a systematic review of the special education literature over the past thirty years. Using Skemp’s (1978) continuum of understanding, we found most tools and activities reflected instrumental understanding (i.e., disconnected bits of discrete information), employed scoring techniques that emphasized accuracy, or did not provide sufficient information to be coded. The findings suggest aspects of the special education literature base that warrant further exploration and highlight the need for increased opportunities for students with disabilities to develop relational understanding. [ABSTRACT FROM AUTHOR]