عنوان
پدید آورنده
موضوع
رده
کتابخانه
محل استقرار
NATIONAL BIBLIOGRAPHY NUMBER
Number
TL50910
LANGUAGE OF THE ITEM
.Language of Text, Soundtrack etc
انگلیسی
TITLE AND STATEMENT OF RESPONSIBILITY
Title Proper
Development, Validation, and Use of an Assessment of Learning Outcomes in Introductory Linear Algebra Classes
General Material Designation
[Thesis]
First Statement of Responsibility
Haider, Muhammad Qadeer
Subsequent Statement of Responsibility
Andrews-Larson, Christine
.PUBLICATION, DISTRIBUTION, ETC
Name of Publisher, Distributor, etc.
The Florida State University
Date of Publication, Distribution, etc.
2019
GENERAL NOTES
Text of Note
95 p.
DISSERTATION (THESIS) NOTE
Dissertation or thesis details and type of degree
Ph.D.
Body granting the degree
The Florida State University
Text preceding or following the note
2019
SUMMARY OR ABSTRACT
Text of Note
Inquiry-oriented teaching is a specific form of active learning gaining popularity in teaching communities. The goal of inquiry-oriented classes is to help students in gaining a conceptual understanding of the material. My research focus is to gauge students' performance and conceptual understanding in inquiry-oriented linear algebra classes. This work is part of a broader NSF funded project; Teaching Inquiry-Oriented Mathematics: Establishing Support (TIMES) (Grant # 1431393), and TIMES project was designed to support instructors to shift towards inquiry-oriented instruction/teaching. Being part of the TIMES team, a broader goal of my dissertation is pragmatic to the project that is to measure the effectiveness of inquiry-oriented teaching on students learning of linear algebra concepts. Through my research, my contribution to math education field is the development of a valid and reliable assessment instrument for instructors teaching linear algebra concepts in their classes. My dissertation is a mixed method research and follows a three-paper format, and in these papers I discuss (1) the development and validation of a reliable linear algebra assessment tool, (2) comparison of performance of students in inquiry-oriented classes with the students in non-inquiry-oriented classes by using the tool developed in the first paper, and (3) development of research-based choices and distractors to convert the current open-ended assessment into a multiple-choice test by looking into students' ways of reasoning and problem-solving approaches. The first paper is a quantitative study in which I establish the validity of the linear algebra assessment, and I also measure the reliability of the assessment. In the second paper, I use the linear algebra assessment to measure students' conceptual and procedural understanding of linear algebra concepts and to compare the performance of students in inquiry-oriented classes with the students in non-inquiry-oriented classes. In the final paper, I focus on the analysis of patterns in student responses, particularly to open-ended response items, to inform the multiple-choices and distractors for the open-ended questions on the linear algebra assessment. This analysis will help me to convert the existing linear algebra assessment into a multiple-choice format research tool that linear algebra researchers can use for various comparisons to gauge the effectiveness of interventions. Additionally, the multiple-choice format of the assessment will be easy to administer and grade, so instructors can also use the assessment to measure their students' conceptual and procedural understanding of linear algebra concepts.
UNCONTROLLED SUBJECT TERMS
Subject Term
Mathematics education
PERSONAL NAME - PRIMARY RESPONSIBILITY
Haider, Muhammad Qadeer
PERSONAL NAME - SECONDARY RESPONSIBILITY
Andrews-Larson, Christine
CORPORATE BODY NAME - SECONDARY RESPONSIBILITY
The Florida State University
ELECTRONIC LOCATION AND ACCESS
Electronic name
مطالعه متن کتاب p
[Thesis]
276903
a
Y
