Presentation - Norma 2011

8/6/2019 Presentation - Norma 2011

http://slidepdf.com/reader/full/presentation-norma-2011 1/13

Correlations between teachers’ MKT in differentcontent areas

Arne Jakobsen, Janne Fauskanger, Reidar Mosvold and Raymond Bjuland



Disposition

• History and background– Professional development programs to

meet teachers’ needs

– Mathematical knowledge for teaching(MKT)

Our project research question: What are the possibilities and

challenges of using the MKT measures in Norway?

•

• The project so far– Translation

– Pilot: 142 teachers measured and 7 focusgroup interviews

•

• NORMA 2011: What are the correlations between teachers’ MKT score in the three content areas: number concepts



MKT - the «egg»

Ball, D. L., Thames, M. H., & Phelps, G. (2008, p. 403).



Translation and adaptation

Mosvold, R., Fauskanger, J., Jakobsen,

A., & Melhus, K. (2009).



The multiple-choice format

Focus group interviews.

How can Norwegian teachers’ reflections aboutthe MKT items contribute to our

understanding of challenges related to

the multiple-choice format?

•

•



Item Responce Theory (IRT)

• How can information about items psychometricproperties give new insight when adapting U.S.developed MKT measure for use in Norway?

•

• An item performance is described by an item

characteristic function (with different difficultyand slopes).

•

• Monotonically increasing function – as the MKTincrease the probability of correct answerincrease.

•

• Slope and difficulty is of importance.



Item performance



IRT findings

We found that items can be divided into three

groups:

1)Items that do not seem to function in Norway

2)Items that function well, but have relatively high

difference in item characteristics in

Norway compared to the U.S., and

3)Items that seem to function well and that have

item characteristics close to what isreported in the U.S.

Quantitative + qualitative analyses!

1)



Teachers’ MKT

Focus group interviews:

We expected that teachers with strong MKT in

one content area would be strong in other

content areas relevant for their level of

teaching.

The teachers argued that some of the content

areas were not relevant and more difficult

compared to others

- our motivation to study correlations

••



Correlation between NCOP and GEOMETRY is 0.701 (p-

value < 0.0005).



Correlations (Pearson, p-value<0.005)

• Teachers’ MKT scoresin different content

areas are correlated•

• All correlations aresignificant –

weakest correlationbetween PFA andNCOP

•

Correlations

NCOP PFA

GEOM 0.701 0.673

PFA 0.580



Conclusion

• We find that teachers’ MKT scores in the three

content areas are correlated

– Teachers with high MKT in one content areahave high MKT in other content areas and

vice versa

–

–

Despite comments from teachers that notfinding PFA items relevant for their teaching,

their PFA MKT is related to MKT in the othercontent areas



Questions

• How can the MKT measures be used when

designing professional development for

Norwegian teachers?

Discussing items as part of professional

development to learn more about

teachers’ MKT?

•

• Framework and other theories?

•

• Possibilities and limitations?

•

Documents

Presentation - Norma 2011