SlideShare utilise les cookies pour améliorer les fonctionnalités et les performances, et également pour vous montrer des publicités pertinentes. Si vous continuez à naviguer sur ce site, vous acceptez l’utilisation de cookies. Consultez nos Conditions d’utilisation et notre Politique de confidentialité.
SlideShare utilise les cookies pour améliorer les fonctionnalités et les performances, et également pour vous montrer des publicités pertinentes. Si vous continuez à naviguer sur ce site, vous acceptez l’utilisation de cookies. Consultez notre Politique de confidentialité et nos Conditions d’utilisation pour en savoir plus.
Correlationsbetweenteachers’ MKT in differentcontent areas<br />Arne Jakobsen,Janne Fauskanger, Reidar Mosvold and Raymond Bjuland<br />
Disposition<br />History and background<br />Professional development programs to meetteachers’ needs<br />Mathematicalknowledge for teaching (MKT)<br />Ourprojectresearchquestion: Whatarethepossibilities and challengesofusingthe MKT measures in Norway?<br /><ul><li>The project so far</li></ul>Translation<br />Pilot: 142 teachersmeasured and 7 focusgroupinterviews<br /><ul><li>NORMA 2011:What are the correlations between teachers’ MKT score in the three content areas: number concepts and operations, geometry, and patterns, functions and algebra? </li></li></ul><li>MKT - the «egg»<br />Ball, D. L., Thames, M. H., & Phelps, G. (2008, p. 403). <br />
Translation and adaptation<br />Mosvold, R., Fauskanger, J., Jakobsen, A., & Melhus, K. (2009). <br />
The multiple-choice format<br />Focusgroupinterviews.<br />How can Norwegian teachers’ reflections about the MKT items contribute to our understanding of challenges related to the multiple-choice format? <br />
Item ResponceTheory (IRT)<br />How can information about items psychometric properties give new insight when adapting U.S. developed MKT measure for use in Norway?<br />An item performance is described by an item characteristic function (with different difficulty and slopes).<br />Monotonically increasing function – as the MKT increase the probability of correct answer increase.<br />Slope and difficulty is of importance.<br />
IRT findings<br />We found that items can be divided into three groups:<br />Items that do not seem to function in Norway <br />Items that function well, but have relatively high difference in item characteristics in Norway compared to the U.S., and <br />Items that seem to function well and that have item characteristics close to what is reported in the U.S.<br />Quantitative + qualitative analyses!<br />
Teachers’ MKT<br />Focus group interviews:<br />We expected that teachers with strong MKT in one content area would be strong in other content areas relevant for their level of teaching.<br /> The teachers argued that some of the content areas were not relevant and more difficult compared to others<br /> - our motivation to study correlations<br />
Correlation between NCOP and GEOMETRY is 0.701 (p-value < 0.0005). <br />
Correlations (Pearson, p-value<0.005)<br />Correlations<br />Teachers’ MKT scores in differentcontent areas arecorrelated<br />All correlationsaresignificant – weakestcorrelationbetween PFA and NCOP<br />
Conclusion<br />We find that teachers’ MKT scores in the three content areas are correlated<br />Teachers with high MKT in one content area have high MKT in other content areas and vice versa <br />Despite comments from teachers that not finding PFA items relevant for their teaching, their PFA MKT is related to MKT in the other content areas<br />
Questions<br /><ul><li>How can the MKT measures be used when designing professional development for Norwegian teachers?</li></ul>Discussingitems as part ofprofessionaldevelopment to learn more aboutteachers’ MKT?<br /><ul><li>Framework and othertheories?