Measuring Mathematical Knowledge for Teaching Fractions With Drawn Quantities

By Andrew Izsák, Erik Jacobson, Zandra de Araujo, Chandra Hawley Orrill. 2012

61 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/cacf6969fa47b784c6a7d3f21bbd0be742a1cc3f

Citations in the corpus

• Making Progress on Mathematical Knowledge for Teaching (2016, unknown): “The concerns raised by Kaarstein (2014) and Copur-Gencturk and Lubienski (2013) suggests that the limited specification of the construct and the different ways of operationalizing it makes it difficult to interpret results.”
• Diagnosing Teachers’ Understandings of Rational Numbers: Building a Multidimensional Test Within the Diagnostic Classification Framework (2014, unknown): “, Hill, 2007; Hill, Schilling, & Ball, 2004; Saderholm, Ronau, Brown, & Collins, 2010; Shechtman, Roschelle, Haertel, & Knudsen, 2010) have developed tests for use with unidimensional IRT models, and a few have used mixtureIRT models (Izsák, Orrill, Cohen, & Brown, 2010; Izsák et al., 2012).”