Predicting student achievement using measures of teachers' knowledge for teaching geometry
By: Mohr-Schroeder, Margaret et al.
Material type:
ArticleDescription: p.520-566.Subject(s): Assessment | Geometry and measurement | Knowledge for teaching geometry | Teacher knowledge | TestingDDC classification: 516 / Moh
In:
Journal for Research in Mathematics Education, 48(5), November 2017Summary: The authors describe the development and validation of 2 forms of the Geometry Assessments for Secondary Teachers (GAST), which were designed to assess teachers’ knowledge for teaching geometry. GAST assessment scores explained a statistically significant but small amount of the variance of student scores, demonstrating an effect that was greater than the number of years of teaching experience but smaller than the effect of having an advanced degree.
| Item type | Current location | Collection | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|---|
| Journal Article | Article | 516 / Moh (Browse shelf) | Available | ar3498 |
Total holds: 0
The authors describe the development and validation of 2 forms of the Geometry Assessments for Secondary Teachers (GAST), which were designed to assess teachers’ knowledge for teaching geometry. GAST assessment scores explained a statistically significant but small amount of the variance of student scores, demonstrating an effect that was greater than the number of years of teaching experience but smaller than the effect of having an advanced degree.
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