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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/10885
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dc.contributor.authorSerow, Penelope Anneen
local.source.editorEditor(s): Jane Watson and Kim Beswicken
dc.date.accessioned2012-07-31T16:07:00Z-
dc.date.issued2007-
dc.identifier.citationMathematics: Essential Research, Essential Practice. Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasia, v.2, p. 651-660en
dc.identifier.isbn9781920846145en
dc.identifier.urihttps://hdl.handle.net/1959.11/10885-
dc.description.abstractThis 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.en
dc.languageenen
dc.publisherMathematics Education Research Group of Australasia (MERGA)en
dc.relation.ispartofMathematics: Essential Research, Essential Practice. Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasiaen
dc.titleUtilising the Rasch Model to Gain Insight into Students' Understanding of Class Inclusion Concepts in Geometryen
dc.typeConference Publicationen
dc.relation.conferenceMERGA 30: 30th Annual Conference of the Mathematics Education Research Group of Australasiaen
dc.subject.keywordsMathematics and Numeracy Curriculum and Pedagogyen
local.contributor.firstnamePenelope Anneen
local.subject.for2008130208 Mathematics and Numeracy Curriculum and Pedagogyen
local.subject.seo2008939999 Education and Training not elsewhere classifieden
local.profile.schoolSchool of Educationen
local.profile.emailpserow2@une.edu.auen
local.output.categoryE1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordpes:5380en
local.date.conference2nd - 7th July, 2007en
local.conference.placeHobart, Australiaen
local.publisher.placeAdelaide, Australiaen
local.format.startpage651en
local.format.endpage660en
local.peerreviewedYesen
local.identifier.volume2en
local.contributor.lastnameSerowen
dc.identifier.staffune-id:pbaker31en
local.profile.orcid0000-0001-6775-178Xen
local.profile.roleauthoren
local.identifier.unepublicationidune:11081en
dc.identifier.academiclevelAcademicen
local.title.maintitleUtilising the Rasch Model to Gain Insight into Students' Understanding of Class Inclusion Concepts in Geometryen
local.output.categorydescriptionE1 Refereed Scholarly Conference Publicationen
local.relation.urlhttp://www.merga.net.au/node/38?year=2007en
local.relation.urlhttp://www.merga.net.au/documents/RP602007.pdfen
local.conference.detailsMERGA 30: 30th Annual Conference of the Mathematics Education Research Group of Australasia, Hobart, Australia, 2nd - 7th July, 2007en
local.search.authorSerow, Penelope Anneen
local.uneassociationUnknownen
local.year.published2007en
local.date.start2007-07-02-
local.date.end2007-07-07-
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