A blueprint for measuring mathematical knowledge for teaching college algebra at community colleges
Résumé
We present the blueprint for an instrument that is designed to measure mathematical knowledge for teaching college algebra at community colleges in the United States. We begin by providing an account of efforts to describe and measure teacher knowledge in the context of practices associated with teaching mathematics, followed by a more detailed description of the approach chosen for our instrument including its composition of the hypothesized dimensions of the knowledge and sample items. We conclude with a discussion of what we have learned and possible limitations of our approach.
Origine | Fichiers produits par l'(les) auteur(s) |
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