Literaturnachweis - Detailanzeige
| Autor/in | Melhuish, Kathleen |
|---|---|
| Titel | Three Conceptual Replication Studies in Group Theory |
| Quelle | In: Journal for Research in Mathematics Education, 49 (2018) 1, S.9-38 (30 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0021-8251 |
| Schlagwörter | Replication (Evaluation); Scientific Research; Mathematics Education; Program Validation; Student Surveys; Student Attitudes; Incidence; Interviews; Followup Studies; Generalizability Theory; Research Needs; Algebra; Fundamental Concepts; Fidelity; Statistical Analysis; Research Methodology; Educational Theories; Undergraduate Students |
| Abstract | Many studies in mathematics education research occur with a nonrepresentative sample and are never replicated. To challenge this paradigm, I designed a large-scale study evaluating student conceptions in group theory that surveyed a national, representative sample of students. By replicating questions previously used to build theory around student understanding of subgroups, cyclic groups, and isomorphism with over 800 students, I establish the utility of replication studies to (a) validate previous results, (b) establish the prevalence of various student conceptions, and (c) reexamine theoretical propositions. Data analyzed include 1 round of open-ended surveys, 2 rounds of closed-form surveys, and 30 follow-up interviews. I illustrate the potential of replication studies to refine theory and theoretical propositions in 3 ways: by offering alternate interpretations of student responses, by challenging previous pedagogical implications, and by reevaluating connections between theories. (As Provided). |
| Anmerkungen | National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/journal-for-research-in-mathematics-education |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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