Special educators’ knowledge of student mathematical thinking

Hunt, Jessica H.; Martin, Kristi; Patterson, Blain; Khounmeuang, Andy

doi:10.1007/s10857-021-09508-1

Cited by 8 publications

(9 citation statements)

References 32 publications

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“…These methods suffer from errors emanating from differences in the content of the forms, confounding factors in an elapsed time of the retest coupled with practical constraints in administering a scale two times, and a lack of empirical studies on how well such correlations estimate the reliability coefficient ( McDonald, 2011 ; Raykov and Marcoulides, 2011 ). Meanwhile, some researchers (e.g., Mao et al, 2017 ; Hunt et al, 2021 ) still report such correlations as evidence of scale reliability in mathematics education research. The second approach (otherwise known as the internal consistency method) estimates the reliability coefficient from scores of a single-scale administration.…”

Section: Reliability Of An Instrumentmentioning

confidence: 99%

Cronbach’s alpha in mathematics education research: Its appropriateness, overuse, and alternatives in estimating scale reliability

Zakariya

2022

Front. Psychol.

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Critiques of coefficient alpha as an estimate of scale reliability are widespread in the literature. However, the continuous overuse of this statistic in mathematics education research suggests a disconnection between theory and practice. As such, this article argues, in a non-technical way, for the limited usefulness of coefficient alpha, its overuse, and its alternatives in estimating scale reliability. Coefficient alpha gives information only about the degree of the interrelatedness of a set of items that measures a construct. Contrary to the widely circulated misconceptions in mathematics education research, a high coefficient alpha value does not mean the instrument is reliable, and it does not imply the instrument measures a single construct. Coefficient alpha can only be dependable as an estimate of reliability under verifiable and restrictive conditions. I expose these conditions and present steps for their verification in empirical studies. I discuss some alternatives to coefficient alpha with references to non-technical articles where worked examples and programming codes are available. I hope this exposition will influence the practices of mathematics education researchers regarding estimation of scale reliability.

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Section: Reliability Of An Instrumentmentioning

confidence: 99%

Cronbach’s alpha in mathematics education research: Its appropriateness, overuse, and alternatives in estimating scale reliability

Zakariya

2022

Front. Psychol.

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“…Mathematical reasoning relies heavily on prior knowledge of the subject matter (Hunt et al, 2022), so students who lack this prior knowledge can have difficulty understanding and applying the concepts. Many students lack the prerequisite knowledge needed to understand and operationalize mathematical reasoning.…”

Section: Prior Knowledgementioning

confidence: 99%

Analysis of Mathematical Instruction Barriers in Terms of Developing Students' Mathematical Reasoning

Nasir

Siahaan²,

Prafianti³

2023

Vygotsky

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This study aims to analyze the difficulty of teachers in implementing learning that focuses on improving students' mathematical reasoning abilities. The study was a descriptive study. Data were collected via an online form that included open-ended questions. Data were collected from 93 mathematics teachers. Data were analyzed by coding qualitative data using spreadsheet in Microsoft Excel. The categories were derived from the participants' own words or phrases. The results showed that 81.2 percent of respondents stated that the difficulty teachers experience to improve students' mathematical reasoning abilities is the lack of motivation and disengagement of students and other difficulties. This research also presents alternative solutions that can be practiced by teachers in their respective classes.

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“…Conceptions of equity reflect who are imagined as students in mathematics classrooms. Recent research on neurodiversity and disability shows that teachers significantly underestimate the mathematical capabilities of disabled students (Hunt et al, 2022 ; Lambert & Tan, 2020 ). Medical models of disability reflect deficit perspectives, while social models argue that disability is context-specific and produced interactionally (Lambert & Tan, 2020 ).…”

Section: Conceptualizations and Framing Of Equity In Mathematics Educ...mentioning

confidence: 99%

“…Shifts in teachers’ views and practices toward student-centred approaches (e.g. Felton-Koestler, 2019 ) or away from ability groupings (Hunter et al, 2020 , Hunt et al, 2022 ) are some examples of studies on teacher practices. How teachers talk to learners is among these.…”

Section: Equity-focused Practices Pedagogies and Teacher Educationmentioning

confidence: 99%

Equity in mathematics education

Vithal

Brodie

Subbaye

2023

ZDM Mathematics Education

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This paper reviews research on equity in mathematics education (excluding gender equity) for the period 2017–2022. From the publications identified, five themes were distilled: conceptualizations and framing of equity in mathematics education; research methodologies and researcher positionalities; equity-focused practices, pedagogies and teacher education; equitable mathematics curriculum content, access and pathways; and equity in mathematics education at system levels, nationally and internationally. The review concludes by engaging some of the critique and suggests future directions for research. The research demonstrates that there is growing voice and visibility of equity-focused studies in mathematics education and that conceptualizations of equity have broadened and deepened through an increasing diversity of studies in this area. At the same time, the review also shows the dominance of the Global North in shaping equity discourses and the paucity of research on equity in mathematics education from the Global South.

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Special educators’ knowledge of student mathematical thinking

Cited by 8 publications

References 32 publications

Cronbach’s alpha in mathematics education research: Its appropriateness, overuse, and alternatives in estimating scale reliability

Cronbach’s alpha in mathematics education research: Its appropriateness, overuse, and alternatives in estimating scale reliability

Analysis of Mathematical Instruction Barriers in Terms of Developing Students' Mathematical Reasoning

Equity in mathematics education

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