Assessing the quality of conceptual knowledge through dynamic constructions

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18470%2F24%3A50021719" target="_blank" >RIV/62690094:18470/24:50021719 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/60076658:12410/24:43908148

Výsledek na webu

<a href="https://link.springer.com/article/10.1007/s10649-024-10349-x" target="_blank" >https://link.springer.com/article/10.1007/s10649-024-10349-x</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/s10649-024-10349-x" target="_blank" >10.1007/s10649-024-10349-x</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Assessing the quality of conceptual knowledge through dynamic constructions

Popis výsledku v původním jazyce

In this contribution, we address the gap that has appeared in mathematics education research and practice with the emergence of dynamic geometry environments and build on the opportunities these environments offer to school geometry. In our qualitative empirical study, we investigate how to elaborate on the general model of conceptual knowledge to make it applicable to dynamic geometry tasks, specifically to tasks including dynamic geometric constructions. We present a design of dynamic constructions of quadrilaterals that comply with Euclidean constructions, derive an assessment instrument based on them, and study what information the instrument can provide about the quality of students’ conceptual knowledge. We present the results in the form of an assessment framework consisting of an example of the assessment instrument and an ordered system of qualitative categories serving as an assessment codebook for interpreting students’ responses in terms of the quality of conceptual knowledge. To clarify the relations between the assessment framework and the general model of conceptual knowledge, we establish a system of subdimensions of conceptual knowledge that indicates how conceptual knowledge can be understood in the context of dynamic geometric constructions and identifies the conceptual knowledge needed to achieve individual categories of the assessment framework.

Název v anglickém jazyce

Assessing the quality of conceptual knowledge through dynamic constructions

Popis výsledku anglicky

In this contribution, we address the gap that has appeared in mathematics education research and practice with the emergence of dynamic geometry environments and build on the opportunities these environments offer to school geometry. In our qualitative empirical study, we investigate how to elaborate on the general model of conceptual knowledge to make it applicable to dynamic geometry tasks, specifically to tasks including dynamic geometric constructions. We present a design of dynamic constructions of quadrilaterals that comply with Euclidean constructions, derive an assessment instrument based on them, and study what information the instrument can provide about the quality of students’ conceptual knowledge. We present the results in the form of an assessment framework consisting of an example of the assessment instrument and an ordered system of qualitative categories serving as an assessment codebook for interpreting students’ responses in terms of the quality of conceptual knowledge. To clarify the relations between the assessment framework and the general model of conceptual knowledge, we establish a system of subdimensions of conceptual knowledge that indicates how conceptual knowledge can be understood in the context of dynamic geometric constructions and identifies the conceptual knowledge needed to achieve individual categories of the assessment framework.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Educational Studies in Mathematics

ISSN

0013-1954

e-ISSN

1573-0816

Svazek periodika

117

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

NL - Nizozemsko

Počet stran výsledku

25

Strana od-do

167-191

Kód UT WoS článku

001276961600001

EID výsledku v databázi Scopus

2-s2.0-85199591693