Utilising the Rasch Model to Gain Insight into Students' Understanding of Class Inclusion Concepts in Geometry

Penelope Anne Serow

Utilising the Rasch Model to Gain Insight into Students' Understanding of Class Inclusion Concepts in Geometry

Penelope Anne Serow

STEM Education

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

This study extends research into the van Hiele Theory by narrowing the microscopic lens and providing a focused analysis on the understanding and development of class inclusion concepts in Geometry. This paper integrates two qualitative frameworks, identified through the utilisation of the SOLO model, that indicate developmental growth in understanding of relationships among figures, and relationships among properties. This is considered via a quantitative approach, using a Rasch analysis model, which provides a comparison of the complexity of seven different interview tasks within the context of triangles and quadrilaterals.

Original language	English
Title of host publication	Mathematics: Essential Research, Essential Practice. Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasia
Editors	Jane Watson, Kim Beswick
Place of Publication	Adelaide, Australia
Publisher	Mathematics Education Research Group of Australasia (MERGA)
Pages	651-660
Volume	2
ISBN (Print)	9781920846145
Publication status	Published - 2007
Event	MERGA 30: 30th Annual Conference of the Mathematics Education Research Group of Australasia - Hobart, Australia Duration: 2 Jul 2007 → 7 Jul 2007

Conference

Conference	MERGA 30: 30th Annual Conference of the Mathematics Education Research Group of Australasia
City	Hobart, Australia
Period	2/07/07 → 7/07/07

Keywords

Mathematics and Numeracy Curriculum and Pedagogy

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https://hdl.handle.net/1959.11/10885

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Serow, P. A. (2007). Utilising the Rasch Model to Gain Insight into Students' Understanding of Class Inclusion Concepts in Geometry. In J. Watson, & K. Beswick (Eds.), Mathematics: Essential Research, Essential Practice. Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasia (Vol. 2, pp. 651-660). Mathematics Education Research Group of Australasia (MERGA). https://hdl.handle.net/1959.11/10885

Serow, Penelope Anne. / Utilising the Rasch Model to Gain Insight into Students' Understanding of Class Inclusion Concepts in Geometry. Mathematics: Essential Research, Essential Practice. Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasia. editor / Jane Watson ; Kim Beswick. Vol. 2 Adelaide, Australia : Mathematics Education Research Group of Australasia (MERGA), 2007. pp. 651-660

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title = "Utilising the Rasch Model to Gain Insight into Students' Understanding of Class Inclusion Concepts in Geometry",

abstract = "This study extends research into the van Hiele Theory by narrowing the microscopic lens and providing a focused analysis on the understanding and development of class inclusion concepts in Geometry. This paper integrates two qualitative frameworks, identified through the utilisation of the SOLO model, that indicate developmental growth in understanding of relationships among figures, and relationships among properties. This is considered via a quantitative approach, using a Rasch analysis model, which provides a comparison of the complexity of seven different interview tasks within the context of triangles and quadrilaterals.",

keywords = "Mathematics and Numeracy Curriculum and Pedagogy",

author = "Serow, \{Penelope Anne\}",

year = "2007",

language = "English",

isbn = "9781920846145",

volume = "2",

pages = "651--660",

editor = "Jane Watson and Kim Beswick",

booktitle = "Mathematics: Essential Research, Essential Practice. Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasia",

publisher = "Mathematics Education Research Group of Australasia (MERGA)",

note = "MERGA 30: 30th Annual Conference of the Mathematics Education Research Group of Australasia ; Conference date: 02-07-2007 Through 07-07-2007",

}

Serow, PA 2007, Utilising the Rasch Model to Gain Insight into Students' Understanding of Class Inclusion Concepts in Geometry. in J Watson & K Beswick (eds), Mathematics: Essential Research, Essential Practice. Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasia. vol. 2, Mathematics Education Research Group of Australasia (MERGA), Adelaide, Australia, pp. 651-660, MERGA 30: 30th Annual Conference of the Mathematics Education Research Group of Australasia, Hobart, Australia, 2/07/07. <https://hdl.handle.net/1959.11/10885>

Utilising the Rasch Model to Gain Insight into Students' Understanding of Class Inclusion Concepts in Geometry. / Serow, Penelope Anne.
Mathematics: Essential Research, Essential Practice. Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasia. ed. / Jane Watson; Kim Beswick. Vol. 2 Adelaide, Australia: Mathematics Education Research Group of Australasia (MERGA), 2007. p. 651-660.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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T1 - Utilising the Rasch Model to Gain Insight into Students' Understanding of Class Inclusion Concepts in Geometry

AU - Serow, Penelope Anne

PY - 2007

Y1 - 2007

N2 - This study extends research into the van Hiele Theory by narrowing the microscopic lens and providing a focused analysis on the understanding and development of class inclusion concepts in Geometry. This paper integrates two qualitative frameworks, identified through the utilisation of the SOLO model, that indicate developmental growth in understanding of relationships among figures, and relationships among properties. This is considered via a quantitative approach, using a Rasch analysis model, which provides a comparison of the complexity of seven different interview tasks within the context of triangles and quadrilaterals.

AB - This study extends research into the van Hiele Theory by narrowing the microscopic lens and providing a focused analysis on the understanding and development of class inclusion concepts in Geometry. This paper integrates two qualitative frameworks, identified through the utilisation of the SOLO model, that indicate developmental growth in understanding of relationships among figures, and relationships among properties. This is considered via a quantitative approach, using a Rasch analysis model, which provides a comparison of the complexity of seven different interview tasks within the context of triangles and quadrilaterals.

KW - Mathematics and Numeracy Curriculum and Pedagogy

UR - http://www.merga.net.au/node/38?year=2007

UR - http://www.merga.net.au/documents/RP602007.pdf

M3 - Conference contribution

SN - 9781920846145

VL - 2

SP - 651

EP - 660

BT - Mathematics: Essential Research, Essential Practice. Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasia

A2 - Watson, Jane

A2 - Beswick, Kim

PB - Mathematics Education Research Group of Australasia (MERGA)

CY - Adelaide, Australia

T2 - MERGA 30: 30th Annual Conference of the Mathematics Education Research Group of Australasia

Y2 - 2 July 2007 through 7 July 2007

ER -

Serow PA. Utilising the Rasch Model to Gain Insight into Students' Understanding of Class Inclusion Concepts in Geometry. In Watson J, Beswick K, editors, Mathematics: Essential Research, Essential Practice. Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasia. Vol. 2. Adelaide, Australia: Mathematics Education Research Group of Australasia (MERGA). 2007. p. 651-660

Utilising the Rasch Model to Gain Insight into Students' Understanding of Class Inclusion Concepts in Geometry

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