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Full-Text Articles in Education

Assessing Teacher Attentiveness To Student Mathematical Thinking, Michele B. Carney, Laurie Cavey, Gwyneth Hughes Jan 2018

Assessing Teacher Attentiveness To Student Mathematical Thinking, Michele B. Carney, Laurie Cavey, Gwyneth Hughes

Michele Carney

This article illustrates an argument-based approach to presenting validity evidence for assessment items intended to measure a complex construct. Our focus is developing a measure of teachers’ ability to analyze and respond to students’ mathematical thinking for the purpose of program evaluation. Our validity argument consists of claims addressing connections between our item-development process and the theoretical model for the construct we are trying to measure: attentiveness. Evidence derived from theoretical arguments in conjunction with our multiphased item-development process is used to support the claims, including psychometric evidence of Rasch model fit and category ordering. Taken collectively, the evidence provides ...


Influence Of Proportional Number Relationships On Item Accessibility And Students’ Strategies, Michele B. Carney, Everett Smith, Gwyneth R. Hughes, Jonathan L. Brendefur, Angela Crawford Feb 2017

Influence Of Proportional Number Relationships On Item Accessibility And Students’ Strategies, Michele B. Carney, Everett Smith, Gwyneth R. Hughes, Jonathan L. Brendefur, Angela Crawford

Michele Carney

Extensive evidence points to the need for mathematics instruction to tap into students’ informal understandings in order to conceptually develop formal mathematical ideas (Ahl, Moore, & Dixon, 1992; Freudenthal, 1973, 1991; Treffers, 1987). Contextual problems are a common means of helping students access their informal mathematical ideas (Lamon, 1993; Moore & Carlson, 2012). However, to successfully use context in this manner, we must ensure these problems are accessible to students and have the potential to promote connections to deeper or more formal mathematics (Jackson, Garrison, Wilson, Gibbons, & Shahan, 2013; Stein, Smith, Henningsen, & Silver, 2000). There is thus a need for research to identify what characteristics make contextual tasks accessible to students as a point of entry and useful for educators in analyzing and pressing students’ thinking.


Exploring And Examining Quantitative Measures, Jonathan D. Bostic, Erin Krupa, Michele Carney, Jeff Shih Nov 2016

Exploring And Examining Quantitative Measures, Jonathan D. Bostic, Erin Krupa, Michele Carney, Jeff Shih

Michele Carney

The purpose of this working group is to bring together scholars with an interest in examining the research on quantitative tools and measures for gathering meaningful data, and to spark conversations and collaboration across individuals and groups with an interest in synthesizing the literature on large-scale tools used to measure student- and teacher-related outcomes. While syntheses of measures for use in mathematics education can be found in the literature, few can be described as a comprehensive analysis. The working group session will focus on (1) defining terms identified as critical (e.g., large-scale, quantitative, and validity evidence) for bounding the ...


Students' Reasoning Around The Functional Relationship, Michele Carney, Angela Crawford Nov 2016

Students' Reasoning Around The Functional Relationship, Michele Carney, Angela Crawford

Michele Carney

Proportional reasoning is related to flexible use of the scalar and functional relationships that exist in proportional situations. More specifically, in regard to the functional relationship, students’ understanding of the multiplicative comparison that exists between two quantities in a ratio is a key concept. We conducted student interviews with 12 high performing students to examine their conception of the functional relationship. Analyses provided initial evidence that the majority of students did not conceive of the multiplicative comparison when solving problems designed to press the functional relationship, indicating students’ written work that makes use of the functional relationship should not imply ...


The Relationship Between High-School Mathematics Teachers' Beliefs And Their Practices In Regards To Intellectual Quality, Jonathan L. Brendefur, Michelle B. Carney Sep 2016

The Relationship Between High-School Mathematics Teachers' Beliefs And Their Practices In Regards To Intellectual Quality, Jonathan L. Brendefur, Michelle B. Carney

Michele Carney

This study examines the relationship between mathematics teachers’ beliefs and instructional practices related to learning, pedagogy, and mathematics in regards to components of intellectual quality for eight high-school mathematics teachers. Research has demonstrated that the higher the degree of intellectual quality for instruction is rated the higher student achievement is on standardized assessments. The findings in this study demonstrate a consistent pattern between teachers espoused beliefs and their instructional practices. Even though teachers’ practices changed as they wrote curricular units to be more in line with intellectual quality characteristics, their beliefs stayed consistent over an 18 month period and were ...


Statewide Mathematics Professional Development: Teacher Knowledge, Self-Efficacy, And Beliefs, Michele B. Carney, Jonathan L. Brendefur, Keith Thiede, Gwyneth Hughes, John Sutton Feb 2016

Statewide Mathematics Professional Development: Teacher Knowledge, Self-Efficacy, And Beliefs, Michele B. Carney, Jonathan L. Brendefur, Keith Thiede, Gwyneth Hughes, John Sutton

Michele Carney

We examined the impact of a state mandated K-12 mathematics professional development course on knowledge, self-efficacy and beliefs of nearly 4,000 teachers and administrators. Participants completed the Mathematical Thinking for Instruction course, emphasizing student thinking, problem-solving, and content knowledge specific to mathematics instruction. Inventories utilizing items fromthe Learning Mathematics for Teaching project (2005) measured changes in participants’ Mathematical Knowledge for Teaching (MKT) and an end-of-course self-evaluation enabled analysis of changes in MKT, self-efficacy and beliefs. Statistically significant changes were found in all three variables. This study adds to our understanding of the potential usefulness of mandating professional development as ...


Analysis Of Students’ Proportional Reasoning Strategies, Michele Carney, Ev Smith, Gwyneth Hughes, Jonathan Brendefur, Angela Crawford, Tatia Totorica Feb 2016

Analysis Of Students’ Proportional Reasoning Strategies, Michele Carney, Ev Smith, Gwyneth Hughes, Jonathan Brendefur, Angela Crawford, Tatia Totorica

Michele Carney

Proportional reasoning is key to students’ acquisition and application of complex mathematics and science topics. Research is needed regarding how students’ progress towards and come to demonstrate key developmental understandings within proportional reasoning. To this end we created and administered assessment items to 297 middle grades students. We categorized student solution processes qualitatively, followed by Rasch analysis to examine item difficulty and strategy use in relation to an anticipated trajectory. Our findings indicate that different strategies manifest themselves in a hierarchical manner, providing initial confirmation of categories based on strategy efficiency and emphasizing the importance of teacher (and researcher) analysis ...


Can Teachers Accurately Predict Student Performance?, Keith W. Thiede, Jonathan L. Brendefur, Richard D. Osguthorpe, Michele B. Carney, Amanda Bremner, Sam Strother, Steven Oswalt, Jennifer L. Snow Apr 2015

Can Teachers Accurately Predict Student Performance?, Keith W. Thiede, Jonathan L. Brendefur, Richard D. Osguthorpe, Michele B. Carney, Amanda Bremner, Sam Strother, Steven Oswalt, Jennifer L. Snow

Michele Carney

In two studies, we examined the effect of professional development to improve mathematics instruction on the accuracy of teachers' monitoring of student learning. Study 1 was conducted with 36 teachers participating in three years of professional development. Judgment accuracy was influenced by the fidelity with which what was learned in the professional development. Study 2 was conducted with 64 teachers from 8 schools, which were randomly assigned to receive professional development or serve as a control. Judgment accuracy was greater for teachers receiving professional development than for teachers who did not and teachers were better to predict students' computational skills.


Impact Of A State-Mandated K-12 Mathematics Professional Development Course On Teachers’ Beliefs And Knowledge, Michele B. Carney, Jonathan L. Brendefur Mar 2013

Impact Of A State-Mandated K-12 Mathematics Professional Development Course On Teachers’ Beliefs And Knowledge, Michele B. Carney, Jonathan L. Brendefur

Michele Carney

No abstract provided.