An Alternative Theory: Deep Understanding of Mathematics

Autor/in	Garner, Mary
Titel	An Alternative Theory: Deep Understanding of Mathematics
Quelle	In: Measurement: Interdisciplinary Research and Perspectives, 5 (2007) 2-3, S.170-173 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-6367
Schlagwörter	Stellungnahme; Test Validity; Elementary School Teachers; Psychometrics; Mathematics; Pedagogical Content Knowledge + Suchen Sie Ihr Suchwort? Testvalidität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Psychometry; Psychometrie; Mathematik; Pädagogische Kompetenz
Abstract	The series of articles presented in this journal issue reports a systematic approach to judging the validity of a test within a framework recommended by Kane (2001, 2004a). The authors' approach effectively integrates quantitative and qualitative tools, showing the role of psychometric models in validation, and emphasizes the importance of clearly explaining the theory underlying the development of the test. Indeed, validation of the test is commensurate with validation of the theory underlying its development. In this commentary, the author addresses the difficulties the authors encountered in connecting the empirical evidence with the theory, and suggests an alternative theory that might account for the difficulties. She proposes that teachers should have a deep understanding of the mathematics. (ERIC).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10