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  1. ; ; ; ; (, Proceedings of the 53rd annual meeting of the Research Council on Mathematics Learning)
    Bharaj, P; Asempapa, R (Ed.)
    Free, publicly-accessible full text available March 5, 2027
  2. ; ; ; ; (, Proceedings of the 53rd annual meeting of the Research Council on Mathematics Learning)
    Bharaj, P; Asempapa, R (Ed.)
    Free, publicly-accessible full text available March 5, 2027
  3. ; ; ; ; (, RCML)
    Olanoff, D; Johnson, K; Spitzer, S (Ed.)
    Accepted Manuscript Full Text Available
  4. ; ; ; ; ; (, PMENA)
    Kosko, K W; Caniglia, J; Courtney, S A; Zolfaghari, M; Morris, G A (Ed.)
    Accepted Manuscript Full Text Available
  5. ; ; ; ; ; ; ; ; ; (, PMENA)
    Kosko, K W; Caniglia, J; Courtney, S A; Zolfaghari, M; Morris, G A (Ed.)
    Accepted Manuscript Full Text Available
  6. ; ; ; ; ; ; (, Proceedings for the 15th International Congress on Mathematical Education)
    Accepted Manuscript Full Text Available
  7. ; ; ; ; ; ; ; (, Proceedings of the 15th International Congress on Mathematics Education)
  8. ; ; ; ; ; (, Proceedings of the 51st annual meeting of the Research Council on Mathematics Learning)
    Kombe, D; Wheeler, A (Ed.)
    Accepted Manuscript Full Text Available
  9. (, School science and mathematics)
    Determining the most appropriate method of scoring an assessment is basedon multiple factors, including the intended use of results, the assessment's pur-pose, and time constraints. Both the dichotomous and partial credit modelshave their advantages, yet direct comparisons of assessment outcomes fromeach method are not typical with constructed response items. The presentstudy compared the impact of both scoring methods on the internal structureand consequential validity of a middle-grades problem-solving assessmentcalled the problem solving measure for grade six (PSM6). After being scoredboth ways, Rasch dichotomous and partial credit analyses indicated similarlystrong psychometric findings across models. Student outcome measures on thePSM6, scored both dichotomously and with partial credit, demonstratedstrong, positive, significant correlation. Similar demographic patterns werenoted regardless of scoring method. Both scoring methods produced similarresults, suggesting that either would be appropriate to use with the PSM6. 
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    Accepted Manuscript Full Text Available
  10. ; ; ; ; ; (, North American Chapter of the International Group for the Psychology of Mathematics Education)
    Lischka, A; Dyer, E; Jones, ER; Lovett, J; Strayer, J; Drown, S (Ed.)
    Accepted Manuscript Full Text Available