Titlebook: Large-Scale Studies in Mathematics Education; James A. Middleton,Jinfa Cai,Stephen Hwang Book 2015 The Editor(s) (if applicable) and The A

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Conceptualizing Teachers’ Capacity for Learning Trajectory-Oriented Formative Assessment in Mathemattive assessment in mathematics, specifically through their ability to analyze student work and make instructional decisions based on that work. In this chapter, we begin by articulating the conceptual framework behind learning trajectory-oriented formative assessment and describing the instrument, s

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A Longitudinal Study of the Development of Rational Number Concepts and Strategies in the Middle Graposing barriers or detours in their journey toward rational number understanding. One hundred two children were interviewed over the course of the study. Children were interviewed once every 3 weeks (approximately nine times per year per child). At the same time, children’s classes were observed app

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Measuring Change in Mathematics Learning with Longitudinal Studies: Conceptualization and Methodologterpret changes in students’ mathematical thinking. This chapter provides a perspective on how researchers can deal with issues entailed in researching such change over time, drawing on the authors’ experiences with two longitudinal projects in the USA and China. Both the LieCal (Longitudinal Invest

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Methodological Issues in Mathematics Education Research When Exploring Issues Around Participation aethods longitudinal approach. Throughout we highlight the methodological issues that surfaced in our study. Methodologically, we reach three principal conclusions. First, mathematics-specific measures are better predictors of intended participation in mathematics than more general measures. In parti

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