Please use this identifier to cite or link to this item:
|Title:||Utilising the Rasch Model to Gain Insight into Students' Understanding of Class Inclusion Concepts in Geometry||Contributor(s):||Serow, Penelope Anne (author)||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
|Statistics to Oct 2018:||Visitors: 79
|Appears in Collections:||Conference Publication|
Files in This Item:
checked on May 3, 2019
Items in Research UNE are protected by copyright, with all rights reserved, unless otherwise indicated.