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首页> 外文期刊>Journal of Mathematics Teacher Education >“Mathematical knowledge for teaching”: adapting U.S. measures for use in Ireland
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“Mathematical knowledge for teaching”: adapting U.S. measures for use in Ireland

机译：“教学的数学知识”：调整美国措施以在爱尔兰使用

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摘要

This article describes a study in which measures of mathematical knowledge for teaching developed in the United States were adapted to measure mathematical knowledge for teaching in Ireland. When adapting the measures it was not assumed that the mathematical knowledge used by Irish and U.S. teachers is the same. Instead psychometric and interview-based methods were used to determine a correspondence between the constructs being measured, and ensure the integrity of item performance in the Irish context. The study found overlap between the knowledge that is used to teach in both Ireland and the United States, and that the items tapped into this knowledge. However, specific findings confirm the usefulness of conducting extensive checks on the validity of items used in cross-national contexts. The process of adaptation is described to provide guidance for others interested in using the items to measure mathematical knowledge for teaching outside the United States. The process also enabled the authors to raise questions about the assumptions that lie behind the practice-based construct of mathematical knowledge for teaching.
机译：本文介绍了一项研究，其中对美国开发的用于教学的数学知识的度量进行了调整，以度量在爱尔兰进行的教学的数学知识。在采用这些措施时，并未假定爱尔兰和美国教师使用的数学知识是相同的。取而代之的是使用心理测量和基于访谈的方法来确定被测结构之间的对应关系，并确保爱尔兰语环境下项目绩效的完整性。该研究发现，在爱尔兰和美国用于教学的知识与从中吸收的知识之间存在重叠。但是，具体发现证实了对跨国环境中所用物品的有效性进行广泛检查的有用性。描述了改编的过程，以为其他有兴趣使用这些项目测量数学知识的人提供指导，以供在美国以外的地区教学。该过程还使作者能够提出有关基于实践的教学数学知识构造背后的假设的问题。

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