开发一种工具,衡量韩国职前教师对数学教育中作为认识论工具的语言的理解

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH School Science and Mathematics Pub Date : 2024-09-03 DOI:10.1111/ssm.18309
Jihyun Hwang
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引用次数: 0

摘要

本研究改编并验证了一种工具,用于测量韩国职前教师对数学教育中作为认识论工具的语言的理解。该工具最初是为科学教育验证的,后来为数学教育量身定制并翻译成韩文。验证过程包括内容效度、通过翻译获得的实质效度和结构效度测试,确认了该工具在新环境下的有效性。采用评分量表模型分析原始反应数据,并确认单维模型的拟合。为确保翻译项目的功能等效性,实施了严格的领域再分析、翻译和回译过程。我们对 215 名韩国职前教师进行了试点研究,研究结果表明,该工具在测量教师对数学语言作为认识工具的理解方面,具有良好的信度和效度。这一改编为这种理解提供了一个量化的测量方法,也为在新的背景下修订该工具提供了一个范例。
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Developing an instrument to measure Korean pre‐service teachers' understanding of language as an epistemic tool in mathematics education
This study adapted and validated an instrument to measure pre‐service teachers' understanding of language as an epistemic tool in mathematics education in South Korea. Initially validated for science education, the instrument was tailored for mathematics education and translated into Korean. The validation process included tests for content validity, substance validity through translation, and structural validity, affirming the instrument's efficacy in this new context. The rating scale model was employed to analyze raw response data and confirm a unidimensional model fit. To ensure the functional equivalence of translated items, rigorous domain reanalysis, translation, and back‐translation processes were implemented. A pilot study involving 215 Korean pre‐service teachers was conducted, yielding results that support the instrument's reliability and validity in measuring their understanding of language as an epistemic tool in mathematics. This adaptation provides a quantitative measure for this understanding and an example to revise the instrument for new contexts.
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来源期刊
School Science and Mathematics
School Science and Mathematics EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.30
自引率
9.10%
发文量
47
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