Title: GATHERING VALIDITY EVIDENCE TO SUPPORT MATHEMATICS EDUCATION SCHOLARSHIP
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
The paper reports on the developments of a repository of quantitative assessments used in mathematics education contexts. This repository centralizes assessments and the associated validity evidence. The repository is public and freely available and has potential to inform future quantitative mathematics education scholarship.
Ing, M; Kosko, K; Jong, C; Shih, J
(, 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.
Ing, Marsha; Kosko, Karl_W; Jong, Cindy; Shih, Jeffrey_C
(, 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.
Recent calls to action focus on using educational tools that promote mathematics learning through evidence-based and equity-forward practices (NCTM, 2018). These practices may be derived from scholarship that examines factors related to mathematics teaching and learning using quantitative measures. A purpose of this presentation is to highlight areas of strength and opportunity related to the use of quantitative measures in scholarship examining K-12 mathematics settings. One outcome from this research-in progress is that scholars may become more aware of quantitative assessments for use in their research. A second outcome from this research is to foster conversations among colleagues around collaborative scholarship as well as areas for growth within mathematics education assessment. As a result, scholars may be better equipped to engage in quantitative research within mathematics contexts. Recognizing what is available and relevant to a desired area of study has potential to address contexts connected to topics described in Catalyzing Change (NCTM, 2018, 2020, 2020). That is, scholars cannot quantitatively measure constructs described in Catalyzing Change until it is known what measures are available and what they assess. This research-in progress aims to engage researchers in ongoing research and promote discussions across attendees.
Gallagher, M.; Bardelli, E.; Folger, T.; Neely, A.; Bostic, J.; Walkowiak, T.; Wilhelm, A.; Zelkowski, J.
(, 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?
Bostic, J., Krupa, E., Folger, T., Bentley, B., and Stokes, D. GATHERING VALIDITY EVIDENCE TO SUPPORT MATHEMATICS EDUCATION SCHOLARSHIP. Retrieved from https://par.nsf.gov/biblio/10420903. Psychology of Mathematics Education North America .
Bostic, J., Krupa, E., Folger, T., Bentley, B., & Stokes, D. GATHERING VALIDITY EVIDENCE TO SUPPORT MATHEMATICS EDUCATION SCHOLARSHIP. Psychology of Mathematics Education North America, (). Retrieved from https://par.nsf.gov/biblio/10420903.
Bostic, J., Krupa, E., Folger, T., Bentley, B., and Stokes, D.
"GATHERING VALIDITY EVIDENCE TO SUPPORT MATHEMATICS EDUCATION SCHOLARSHIP". Psychology of Mathematics Education North America (). Country unknown/Code not available. https://par.nsf.gov/biblio/10420903.
@article{osti_10420903,
place = {Country unknown/Code not available},
title = {GATHERING VALIDITY EVIDENCE TO SUPPORT MATHEMATICS EDUCATION SCHOLARSHIP},
url = {https://par.nsf.gov/biblio/10420903},
abstractNote = {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.},
journal = {Psychology of Mathematics Education North America},
author = {Bostic, J. and Krupa, E. and Folger, T. and Bentley, B. and Stokes, D.},
editor = {A. Lischka, E. Dyer}
}
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