Development of a test for assessing teachers' mathematical content knowledge for teaching geometric measurement at elementary grade level

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Tezin Türü: Doktora

Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümü, Türkiye

Tezin Onay Tarihi: 2013

Tezin Dili: İngilizce

Öğrenci: YASEMİN ESEN

Asıl Danışman (Eş Danışmanlı Tezler İçin): Erdinç Çakıroğlu

Eş Danışman: Yeşim Çapa Aydın

Özet:

The purpose of this research was to develop and provide evidence for the construct validity of an instrument designed to measure pre-service mathematics teachers' mathematical knowledge for teaching (MKT) measurement specifically on the concepts of length, area and volume.The test is referred as the Test of Mathematical Knowledge for Teaching Measurement (TMK-M).It was aimed to contribute to fill the gaps for lack of valid measures to be used for assessing elementary mathematics pre-service teachers’ MKT. The current test was modeled after the Learning Mathematics for Teaching instruments. Multiple-choice items were constructed to address the portion of the Specialized Content Knowledge and Pedagogical Content Knowledge domains within the pre-determined learning objectives of measurement concepts in Turkish elementary mathematics program. There were four main rounds of this study: Round One – item development and pilot testing; Rounds Two and Three– field-testing; and Round Four – validation. Participants had been recruited from the departments of elementary mathematics education from almost all districts of Turkey. This participatory study was conducted from the semesters of fall 2010 to spring 2012. Item and distracter analyses have been conducted to determine item difficulty, discrimination indices and the effect of items on test reliability. Both Classical Test Analyses and Rasch Analyses were conducted in order to see how items functioned and to determine greater number of problematic items.