Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/10885
Title: Utilising the Rasch Model to Gain Insight into Students' Understanding of Class Inclusion Concepts in Geometry
Contributor(s): Serow, Penelope Anne  (author)orcid 
Publication Date: 2007
Handle Link: https://hdl.handle.net/1959.11/10885
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.
Publication Type: Conference Publication
Conference Name: MERGA 30: 30th Annual Conference of the Mathematics Education Research Group of Australasia, Hobart, Australia, 2nd - 7th July, 2007
Conference Details: MERGA 30: 30th Annual Conference of the Mathematics Education Research Group of Australasia, Hobart, Australia, 2nd - 7th July, 2007
Source of Publication: Mathematics: Essential Research, Essential Practice. Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasia, v.2, p. 651-660
Publisher: MERGA: Mathematics Education Research Group of Australasia Inc
Place of Publication: Adelaide, Australia
Field of Research (FOR): 130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio-Economic Outcome Codes: 939999 Education and Training not elsewhere classified
Peer Reviewed: Yes
HERDC Category Description: E1 Refereed Scholarly Conference Publication
Other Links: http://www.merga.net.au/node/38?year=2007
http://www.merga.net.au/documents/RP602007.pdf
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