Proficiency in the multiplicative conceptual field: using Rasch measurement to identify levels of competence

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dc.contributor.authorLong, Caroline
dc.contributor.authorDunne, Tim
dc.contributor.authorCraig, Tracy S
dc.date.accessioned2014-10-23T08:24:28Z
dc.date.available2014-10-23T08:24:28Z
dc.date.issued2010
dc.description.abstractIn the transition years, Grades 7 to 9, the shift from natural numbers to rational numbers and the associated multiplicative concepts prove challenging for many learners. The new concepts, operations and notation must be mastered if the student is to thereafter rise to meet the challenges of algebra and more advanced and powerful mathematics. The multiplicative conceptual field (MCF) groups together such concepts as fraction, ratio, rate, percentage and proportion, all of which are related yet subtly distinct from one another, each with its own challenges. Rasch analysis allows us to compare the difficulty of mathematical problems located within the MCF while, on the same scale, locating the degree to which individual learners have mastered the necessary skill set. Such location of problems and learners on the same unidimensional scale allows for fine-grained analysis of which aspects of the problems being analysed make one problem more difficult than another. Simultaneously the scale gives the teacher clear evidence of which students have mastered which concepts and skills and which have not, thereby allowing more targeted assistance to the class and individual learners. This paper illustrates the process involved in such analysis by reporting on results located within a larger study. It is suggested that implementing Rasch analysis within the school classroom on appropriately designed assessment instruments would provide clarity for the teacher on the locations of difficulty within the problems used in the assessment and the relative degree to which individual learners are achieving success at mastering the targeted concepts.en_ZA
dc.identifier.apacitationLong, C., Dunne, T., & Craig, T. S. (2010). Proficiency in the multiplicative conceptual field: using Rasch measurement to identify levels of competence. <i>African Journal of Research in Mathematics, Science and Technology Education</i>, http://hdl.handle.net/11427/8737en_ZA
dc.identifier.chicagocitationLong, Caroline, Tim Dunne, and Tracy S Craig "Proficiency in the multiplicative conceptual field: using Rasch measurement to identify levels of competence." <i>African Journal of Research in Mathematics, Science and Technology Education</i> (2010) http://hdl.handle.net/11427/8737en_ZA
dc.identifier.citationLong, C., Dunne, T., Craig, T. 2010. Proficiency in the multiplicative conceptual field: using Rasch measurement to identify levels of competence. African Journal of Research in Mathematics, Science and Technology Education.en_ZA
dc.identifier.issn1028-8457en_ZA
dc.identifier.ris TY - Journal Article AU - Long, Caroline AU - Dunne, Tim AU - Craig, Tracy S AB - In the transition years, Grades 7 to 9, the shift from natural numbers to rational numbers and the associated multiplicative concepts prove challenging for many learners. The new concepts, operations and notation must be mastered if the student is to thereafter rise to meet the challenges of algebra and more advanced and powerful mathematics. The multiplicative conceptual field (MCF) groups together such concepts as fraction, ratio, rate, percentage and proportion, all of which are related yet subtly distinct from one another, each with its own challenges. Rasch analysis allows us to compare the difficulty of mathematical problems located within the MCF while, on the same scale, locating the degree to which individual learners have mastered the necessary skill set. Such location of problems and learners on the same unidimensional scale allows for fine-grained analysis of which aspects of the problems being analysed make one problem more difficult than another. Simultaneously the scale gives the teacher clear evidence of which students have mastered which concepts and skills and which have not, thereby allowing more targeted assistance to the class and individual learners. This paper illustrates the process involved in such analysis by reporting on results located within a larger study. It is suggested that implementing Rasch analysis within the school classroom on appropriately designed assessment instruments would provide clarity for the teacher on the locations of difficulty within the problems used in the assessment and the relative degree to which individual learners are achieving success at mastering the targeted concepts. DA - 2010 DB - OpenUCT DP - University of Cape Town J1 - African Journal of Research in Mathematics, Science and Technology Education LK - https://open.uct.ac.za PB - University of Cape Town PY - 2010 SM - 1028-8457 T1 - Proficiency in the multiplicative conceptual field: using Rasch measurement to identify levels of competence TI - Proficiency in the multiplicative conceptual field: using Rasch measurement to identify levels of competence UR - http://hdl.handle.net/11427/8737 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/8737
dc.identifier.vancouvercitationLong C, Dunne T, Craig TS. Proficiency in the multiplicative conceptual field: using Rasch measurement to identify levels of competence. African Journal of Research in Mathematics, Science and Technology Education. 2010; http://hdl.handle.net/11427/8737.en_ZA
dc.languageengen_ZA
dc.publisherTaylor & Francisen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceAfrican Journal of Research in Mathematics, Science and Technology Educationen_ZA
dc.source.urihttp://hdl.handle.net/2263/16008
dc.titleProficiency in the multiplicative conceptual field: using Rasch measurement to identify levels of competenceen_ZA
dc.typeJournal Articleen_ZA
uct.subject.keywordsRasch measurementen_ZA
uct.subject.keywordsratio and proportionen_ZA
uct.subject.keywordsassessmenten_ZA
uct.subject.keywordsmultiplicative conceptual fielden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceArticleen_ZA
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