Geometric Design of Channel and Volumetric items and budget estimate - 2015
Open-Response Items to Assess Geometric Understanding
Transcript of Open-Response Items to Assess Geometric Understanding
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Jessica Masters ([email protected])Rachel Wing DiMatteo ([email protected])
Presented at the 2009 National Council of Teachers of Mathematics
Regional MeetingBoston, MA
October 22, 2009
Open-Response Items to Assess Geometric Understanding
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Session Overview Introduction and Overview of the Diagnostic Geometry
Assessment Project
Targeted Misconceptions Geometric Measurement Shape Properties Transformations
Open-Response Items and Representations of Misconceptions
Prevalence Estimates of Misconceptions Geometric Measurement Transformations
Conclusions and Future Work
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The Diagnostic Geometry Assessment Project (DGA) 4-year project funded by the Institute of Education Sciences
Technology and Study Assessment Collaborative (inTASC) at Boston College Center for Leadership and Learning Communities at the Education
Development Center, Inc. (EDC) Develop a free-standing, online system with three core components:
Online tests (10-12 items per misconception) Instant feedback for teachers about student performance
Correct/Incorrect Possible Misconception
Instructional resources to target misconceptions First create open-response items to elicit responses indicative of
misconceptions Future phases of the project :
Convert items to closed-response Develop instructional resources Evaluate the effectiveness of the system
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A Word about Our Use of the Word Misconception… Misconception is used to represent: Flawed preconceptions Underdeveloped reasoning Traditional misconceptions
Any systematic source of difficulty that students have in their reasoning.
Targeted instruction can be used to help students refine, reorganize, or build upon their knowledge to overcome misconceptions.
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Targeted Misconceptions
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Transcript: Four 6th-graders measure area with tangramsStudents created a non-square rectangle with 7 tangram pieces.
The discussion in the transcript is their response to the prompt:
Describe a way to find the area of your rectangle without using a ruler.
D C
BA
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1. Read transcript.2. Characterize Marco’s understanding of area
(with partner).
3. Recharacterize after research about the measurement misconception is shared.
Transcript: Four 6th-graders measure area with tangrams
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Geometric Measurement Students have difficulties in mentally structuring space and
connecting structured space to measurement formulas
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Geometric Measurement Students have difficulties in mentally structuring space and
connecting structured space to measurement formulas
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1. No organization as structure space
2. Structure portions of the space
3. Can structure in an organized way but cannot mentally iterate rows or columns
4. Can abstract the rows and columns structure
Geometric Measurement Students have difficulties in mentally structuring space
and connecting structured space to measurement formulas
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Area = 3 x 11
3
11
Geometric Measurement Students have difficulties in mentally structuring space and
connecting structured space to measurement formulas
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Geometric Measurement Students have difficulties in mentally structuring space and
connecting structured space to measurement formulas
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1. Read transcript.2. Characterize Marco’s understanding of area
(with partner).
3. Recharacterize after research about the measurement misconception is shared.
Transcript: Four 6th-graders measure area with tangrams
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Shape Properties Students have difficulties when reasoning with
Concept Images without Concept Definitions
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Shape Properties Students have difficulties when reasoning with
Concept Images without Concept Definitions
Rectangle
Square
Parallelogram
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Shape Properties Students have difficulties when reasoning with
Concept Images without Concept Definitions
Rectangle
Square
Parallelogram
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Shape Properties Students have difficulties when reasoning with
Concept Images without Concept Definitions
Rectangle
Square
Parallelogram
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Shape Properties Students have difficulties when reasoning with
Concept Images without Concept Definitions
Rectangle 4 sides; 4 right angles
Square 4 congruent sides; 4 right angles
Parallelogram 4 sides; opposite sides are parallel
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Transformations Students struggle with distant points of rotation or distant
lines of reflection
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Transformations Students struggle with distant points of rotation or distant
lines of reflection
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Transformations Students struggle with distant points of rotation or distant
lines of reflection
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Open-Response Items and Representations of Misconceptions
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Geometric Measurement Item
Jack was trying to determine the area of this figure so he decided to draw units in to fill the space.
Do you agree with how Jack drew his units?
If you agree, explain how his units will help him find the area.
If you disagree, explain why you disagree.
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Geometric Measurement Item - Responses
No, I disagree. Because they are all different sizes. You can’t find area if they are all different sizes.
Yes, I agree. He can just count his squares and that’s the area.
I agree. He should count how many units are on the bottom and the right side and times them. Then he’ll know the area.
StudentA
StudentB
Student C
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Shape Properties Item
Is this rectangle a parallelogram?
If you think it’s a parallelogram, how do you know?
If you don’t think it’s a parallelogram, explain in words what you would have to do to change it into a parallelogram.
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Shape Properties Item - Responses
Yes. I know it’s a parallelogram because it has four angles and four sides.
Yes. I know because the top side is parallel to the bottom and the right side is parallel to the left side.
No. You have to slant the two short sides to make this shape look like a parallelogram.
StudentA
StudentB
Student C
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Transformation ItemDraw the path of point V if the square is rotated (turned) 360 degrees around point Z.
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Transformation Item - Responses
StudentA
StudentB
Student C
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Handout with open-ended items to try out with students
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Prevalence Estimates of Misconceptions
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DGA: Phase One Teachers administered 2 paper test booklets to students: 1 in either Geometric Measurement or Transformations 1 in Shape Properties
Two researchers coded each student response as: Knower Misconceiver Mistaker Blank/Illegible
Average agreement between researchers was approximately 90%.
Note: These are initial estimates only- later phases will conduct larger-scale and more scientific evaluations.
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DGA Phase One Data Geometric Measurement- Group 1 27 Teachers 1,087 Students 12 Questions (7 used for current analysis)
Geometric Measurement- Group 2 25 Teachers 936 Students 13 Questions (6 used for current analysis)
Transformations 28 Teachers 1, 096 Students 10 Questions (9 used for current analysis)
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Race of Participating Teachers
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Race/Ethnicity of Participating Students
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Gender of Participating Teachers
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Gender of Participating Students
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Participating Students- English as their First Language
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Experience of Participating Teachers
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Math Experience of Participating Teachers
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Schools Receiving Title I Funds
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Locale of Participating Teachers
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Region of Participating Teachers
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GM Group 1- General Prevalence
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24.4% estimated to be operating under misconception
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GM Group 2- General Prevalence
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17.0% estimated to be operating under misconception
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GM Prevalence and Title I Funding
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*p < .05
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GM Prevalence and When Teacher Teaches Geometry (Generally)
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GM Prevalence and When Teacher Teaches Geometry- Measurement
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Transformations- General Prevalence
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16.2% estimated to be operating under misconception
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Transformations Prevalence and Title I Funding
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Transformations Prevalence and When Teacher Teaches Geometry (Generally)
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Transformation Prevalence and When Teacher Teaches Geometry- Transformations
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Conclusions and Future Work
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Conclusions DGA is developing an online integrated system with diagnostic test
items, instant feedback for teachers, instructional resources to address misconceptions.
Misconceptions Geometric Measurement Shape Properties Transformations
Open-ended items can elicit answers that can alert teachers to possible misconceptions.
Initial estimates of the prevalence of misconceptions: Geometric Measurement: 17-24% of students. Transformations: 16% of students Geometric Measurement misconceptions might be more prevalent in
students at schools receiving Title I funding- mixed evidence. Misconceptions appear to be resistant to traditional instruction.
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Phase Two! Be a Part of It! Phase Two: Online Subject Tests begins January, 2010. Applications will be available starting December 1, 2009. We are seeking 6th, 7th, and 8th grade teachers to administer
closed-response online tests to their students in 1, 2, or 3 of the misconception areas.
You will receive a stipend for your participation! Sign up after this presentation to receive information or
e-mail us:
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