More Like this

1. Validation: A Burgeoning Methodology for Mathematics Education Scholarship.

   Bostic, J. (January 2019, Proceedings of the 46th Annual Meeting of the Research Council on Mathematics Learning)

   Validity-related issues are a growing topic within the mathematics education community. Until recently, validation has been treated as something to gather when convenient or is rarely reported in ways that conform to current standards for assessment development. This theoretically-focused proceeding adds to a burgeoning theoretical argument that validation should be considered a methodology within mathematics education scholarship. We connect to design-science research, which is a well-established framework within mathematics education. The goal for this proceeding is to foster the conversation about validation using examples and to communicate information about validation in ways that are broadly accessible. 

   more » « less
2. Validity evidence of the use of quantitative measures of students in elementary mathematics education.

   Ing, M; Kosko, K; Jong, C; Shih, J (March 2024, School science and mathematics)

   Miller, B; Martin, C (Ed.)

   Quantitative measures in mathematics education have informed policies and practices for over a century. Thus, it is critical that such measures in mathematics education have sufficient validity evidence to improve mathematics experiences for students. This article provides a systematic review of the validity evidence related to measures used in elementary mathematics education. The review includes measures that focus on elementary students as the unit of analyses and attends to validity as defined by current conceptions of measurement. Findings suggest that one in ten measures in mathematics education include rigorous evidence to support intended uses. Recommendations are made to support mathematics education researchers to continue to take steps to improve validity evidence in the design and use of quantitative measures. 

   more » « less
3. Measures of mathematics teachers’ behavior and affect: An examination of the assessment landscape

   Gallagher, M.; Bardelli, E.; Folger, T.; Neely, A.; Bostic, J.; Walkowiak, T.; Wilhelm, A.; Zelkowski, J. (April 2022, Annual meeting program American Educational Research Association)

   Although the paradigm wars between quantitative and qualitative research methods and the associated epistemologies may have settled down in recent years within the mathematics education research community, the high value placed on quantitative methods and randomized control trials remain as the gold standard at the policy-making level (USDOE, 2008). Although diverse methods are valued in the mathematics education community, if mathematics educators hope to influence policy to cultivate more equitable education systems, then we must engage in rigorous quantitative research. However, quantitative research is limited in what it can measure by the quantitative tools that exist. In mathematics education, it seems as though the development of quantitative tools and studying their associated validity and reliability evidence has lagged behind the important constructs that rich qualitative research has uncovered. The purpose of this study is to describe quantitative instruments related to mathematics teacher behavior and affect in order to better understand what currently exists in the field, what validity and reliability evidence has been published for such instruments, and what constructs each measure. 1. How many and what types of instruments of mathematics teacher behavior and affect exist? 2. What types of validity and reliability evidence are published for these instruments? 3. What constructs do these instruments measure? 4. To what extent have issues of equity been the focus of the instruments found? 

   more » « less
4. Validity evidence of the use of quantitative measures of students in elementary mathematics education

   https://doi.org/10.1111/ssm.12660  

   Ing, Marsha; Kosko, Karl_W; Jong, Cindy; Shih, Jeffrey_C (April 2024, School Science and Mathematics)

   Abstract Quantitative measures in mathematics education have informed policies and practices for over a century. Thus, it is critical that such measures in mathematics education have sufficient validity evidence to improve mathematics experiences for students. This article provides a systematic review of the validity evidence related to measures used in elementary mathematics education. The review includes measures that focus on elementary students as the unit of analyses and attends to validity as defined by current conceptions of measurement. Findings suggest that one in ten measures in mathematics education include rigorous evidence to support intended uses. Recommendations are made to support mathematics education researchers to continue to take steps to improve validity evidence in the design and use of quantitative measures. 

   more » « less
5. GATHERING VALIDITY EVIDENCE TO SUPPORT MATHEMATICS EDUCATION SCHOLARSHIP

   Bostic, J.; Krupa, E.; Folger, T.; Bentley, B.; Stokes, D. (October 2022, Psychology of Mathematics Education North America)

   A. Lischka, E. Dyer (Ed.)

   Validity and validation is central to conducting high quality quantitative mathematics education scholarship. This presentation aims to support scholars engaged in quantitative research by providing information about the degrees to which validity evidence related to their instrument use or interpretation, were found in mathematics education scholarship. Findings have potential to steer future quantitatively focused scholarship and support equity aims. 

   more » « less