MEASURING CONCEPTUAL UNDERSTANDING: PATTERNS WITHIN THE SPECIAL EDUCATION LITERATURE.
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| 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] |
| 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 |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 181264686 AccessLevel: 6 PubType: Conference PubTypeId: conference PreciseRelevancyScore: 0 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 32 Subjects: – SubjectFull: Special education Type: general – SubjectFull: Mathematical ability Type: general – SubjectFull: Students with disabilities Type: general – SubjectFull: Educational tests & measurements Type: general – SubjectFull: Mathematics students Type: general Titles: – TitleFull: MEASURING CONCEPTUAL UNDERSTANDING: PATTERNS WITHIN THE SPECIAL EDUCATION LITERATURE. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Griffin, Camille – PersonEntity: Name: NameFull: Mason, Erica N. – PersonEntity: Name: NameFull: Connor, Kate IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2024 Type: published Y: 2024 Titles: – TitleFull: Conference Papers -- Psychology of Mathematics & Education of North America Type: main |
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