Editorial

1985 ◽  
Vol 16 (2) ◽  
pp. 82
Author(s):  
jeremy Kilpatrick
Keyword(s):  
Mathematics Education ◽  
Educational Research ◽  
American Educational Research Association ◽  
National Council ◽  
Research Association ◽  
American Scholar

When, this month and next, researchers in mathematics education get together at the annual meetings of the American Educational Research Association and the National Council of Teachers of Mathematics, they will be exchanging their latest ideas on how students learn mathematics and how teachers teach it. To the extent that our research enterprise is a science, it thrives on the newly discovered. As Edward Wilson put it in the American Scholar last autumn, scientists are the scouts and hunters of the intellectual tribe.

Editorial

1986 ◽  
Vol 17 (2) ◽  
pp. 82
Author(s):  
Laurie Hart Reyes
Keyword(s):  
Educational Research ◽  
American Educational Research Association ◽  
National Council ◽  
Research Association ◽  
Informal Networks ◽  
Research Results ◽  
Mathematics Educators ◽  
Time Of Year

It is the time of year when mathematics educators gather at the annual conventions of the National Council of Teachers of Mathematics and the American Educational Research Association. These meetings are important to the profession for a number of reasons. Valuable communication about ongoing and completed work takes place among researchers. At both meetings there are formal presentations of research results. Equally important, the meetings provide an opportunity to create informal networks of researchers studying the same topic.

scholarly journals Validez y Validación para Pruebas Educativas y Psicológicas: Teoría y Recomendaciones

2021 ◽  
Vol 14 (1) ◽  
pp. 11-22
Author(s):  
Angel Arias ◽  
Stephen Sireci
Keyword(s):  
Educational Research ◽  
American Psychological Association ◽  
American Educational Research Association ◽  
National Council ◽  
Research Association ◽  
American Psychological

Antecedentes: La validez es uno de los conceptos más fundamentales en el contexto de pruebas educativas y psicológicas y se refiere al grado en el que la evidencia teórica y empírica respaldan las interpretaciones de las puntaciones obtenidas a partir de una prueba utilizada para un fin determinado. En este trabajo, trazamos la historia de la teoría de la validez, centrándonos en su evolución y explicamos cómo validar el uso de una prueba para un propósito determinado. Método: Nos basamos en gran parte en los Estándares para Pruebas Educativas y Psicológicas, propuestos por la American Educational Research Association (AERA), la American Psychological Association (APA) y el National Council on Measurement in Education (NCME), los cuales proporcionan un marco conceptual para la validación de pruebas. También proporcionamos una breve descripción de la validación basada en argumentos y sus componentes, esbozando las dificultades asociadas a la operacionalización del proceso de validación desde una perspectiva de argumentación. Resultados: Se proponen cinco fuentes de evidencias de validez de las puntuaciones de una prueba: contenido, procesos de respuesta, estructura interna, relaciones con otras variables y consecuencias. Conclusión: El uso de los Estándares permite que la evidencia de validez pueda ser acumulada de forma sistemática para respaldar la interpretación y el uso de las puntuaciones de una prueba para un propósito específico, promoviendo así prácticas solidas en cuanto al uso de un instrumento de medida lo cual que puede contribuir a reducir las consecuencias negativas provenientes de la utilización de pruebas de alto riesgo.

Research Commentary: Examining the Quality of Statistical Mathematics Education Research

2009 ◽  
Vol 40 (3) ◽  
pp. 241-250
Author(s):  
Heather C. Hill ◽  
Jeffrey C. Shih
Keyword(s):  
Mathematics Education ◽  
American Psychological Association ◽  
National Research Council ◽  
American Educational Research Association ◽  
American Statistical Association ◽  
National Council ◽  
Research Association ◽  
Statistical Research ◽  
Research In Mathematics Education

This “Research Commentary” addresses the quality of statistical research in mathematics education. To do so, we analyze 10 years of Journal for Research in Mathematics Education (JRME) articles based on criteria suggested by the American Educational Research Association, American Psychological Association, and National Council for Measurement in Education (AERA, APA, & NCME, 1999); the National Research Council (Shavelson & Towne, 2002); and the American Statistical Association (ASA, 2007). We find the majority of JRME articles lacking in one or more respects, and we highlight criteria for JRME authors, reviewers, and editors.

Intellectual Growth and Understanding Mathematics

1972 ◽  
Vol 3 (3) ◽  
pp. 164-182
Author(s):  
Kenneth R. Lovell
Keyword(s):  
Mathematics Education ◽  
Educational Research ◽  
Interest Group ◽  
Special Interest ◽  
American Educational Research Association ◽  
Research Association ◽  
Information Analysis ◽  
Analysis Center ◽  
And Mathematics ◽  
Research In Mathematics Education

This paper, which reviews 25 years of Piagetian research in intellectual growth as it pertains to the learning and understanding of mathematics, was commissioned by the ERIC Information Analysis Center for Science and Mathematics Education. The paper was presented by Professor Lovell at a meeting of the Special Interest Group for Research in Mathematics Education at the annual convention of the American Educational Research Association on 5 February 1971.

Editorial

1984 ◽  
Vol 15 (4) ◽  
pp. 242
Author(s):  
Jeremy Kilpatrick
Keyword(s):  
Mathematics Education ◽  
New Orleans ◽  
Educational Research ◽  
American Educational Research Association ◽  
Research Association ◽  
Current State ◽  
Set Up ◽  
Maxine Greene ◽  
Disposal Problem ◽  
Better Than

Among the rewarding features of the annual meeting of the American Educational Research Association is the opportunity it provides for researchers in mathematics education to break away from the pack and see what laborers in other parts of the vineyard are up to. At the meeting in New Orleans in April, one symposium addressed the issue of whether educational research has a waste disposal problem. The panel of distinguished senior researchers seemed to agree that the answer is yes. They balked, however, at a proposal to set up a commission to purge the system, arguing that one researcher's trash is another's treasure and that our current state of barely civilized anarchy is better than giving so much power to our colleagues, even if they are nice people. Maxine Greene made an eloquent plea that researchers come out of their “methodological ghettos” and learn what approaches are being used elsewhere—a piece of advice that might well apply to some folks in mathematics education.

scholarly journals REFLETINDO SOBRE ALFABETIZAÇÃO, DESIGUALDADE E RAÇA

2020 ◽  
pp. 175-182
Author(s):  
Gabriela Medeiros Nogueira ◽  
Mˆonica Maciel Vahl ◽  
Eduardo Arriada
Keyword(s):  
Educational Research ◽  
American Educational Research Association ◽  
Ohio State University ◽  
National Council ◽  
Research Association ◽  
State University ◽  
Language And Literacy ◽  
University Of Illinois ◽  
International Reading Association ◽  
Literacy Research

A professora Arlette Ingram Willis vem pesquisando e contribuindo com o campo da alfabetização nas últimas três décadas. Ela realizou os cursos de mestrado e doutorado em Ohio State University (OSU) nos Estados Unidos da América (em 1975 e 1990, respectivamente) e atua como professora na University of Illinois, Urbana-Champaign (UIUC) desde 1991. Em 2014, por meio do programa Fulbright, foi professora visitante na Universidade Federal de Pelotas (UFPEL), recebida pela professora Drª Eliane Teresinha Peres. Entre suas diversas atuações no âmbito acadêmico, destacamos o trabalho como Presidente da Associação de Pesquisa em Alfabetização (Literacy Research Association) em 2014 e como Presidente da Conferência Nacional de Pesquisa em Linguagem e Alfabetização (National Conference on Research in Language and Literacy) em 2009, ambas nos Estados Unidos. Além disso, é integrante da Associação Americana de Pesquisa Educacional (American Educational Research Association), do Conselho Nacional de Professores de Inglês (National Council of Teachers of English), e da Associação Internacional de Leitura (International Reading Association). O que confere lhe confere um papel atuante e engajado em diferentes associações em pesquisa educacional.

scholarly journals [ID 54107] O NUTRITION IMPACT SYMPTOMS (NIS) PODE SER UTILIZADO COMO UM INSTRUMENTO DE TRIAGEM NUTRICIONAL EM PACIENTES COM DOENÇA RENAL CRÔNICA NA POPULAÇÃO BRASILEIRA?

2021 ◽  
Vol 25 (2) ◽  
Author(s):  
Mônica Batista Soares ◽  
Bárbarah Gregório de Araújo Souza ◽  
Marina Brito Campos ◽  
Raquel Machado Schincaglia
Keyword(s):  
Educational Research ◽  
American Psychological Association ◽  
American Educational Research Association ◽  
National Council ◽  
Research Association ◽  
American Psychological ◽  
Nutrition Impact Symptoms

Objetivo: Adaptar e validar o uso da ferramenta Nutritional Impact Symptoms (NIS) como instrumento de triagem nutricional em indivíduos com DRC na população brasileira. Metodologia: Estudo do tipo transversal desenvolvido em um Hospital Universitário, baseado nos procedimentos de validação sugeridos por Beaton et al. (2000), American Educational Research Association, American Psychological Association e National Council on Measurement in Education (2014) e revisados por Muñiz, Elosua e Hambleton (2013).  Resultados: Para a validação do NIS, utilizando-se a Avaliação Subjetiva Global (ASG) como padrão, foram realizadas as análises sequenciais, obtendo-se um coeficiente da correlação de Spearman classificado como moderado (ρ=0,51; p<0,001); um erro típico da medida absoluto de 0,46 e relativo de 30%; coeficiente de variação de 15% e ausência de diferenças entre avaliações médias (p=0,497). Embora a classificação entre o NIS e a ASG original tenham apresentado uma moderada correlação, sem diferenças entre as médias e um erro sistemático baixo, a concordância entre as variáveis apresentou uma amplitude alta no erro aleatório. Conclusão: A NIS foi adaptada, mas não validada para o público com doença renal em âmbito hospitalar, necessiatndo de uma avaliação com um maior número de pacientes para poder ser utilizada como parte de protocolos de avaliação nutricional com objetivo de rastreio da presença de desnutrição e posterior avaliação aprofundada da mesma.

scholarly journals Kontrowersje wokół pojęcia trafności

2021 ◽  
Vol 21 (1) ◽  
pp. 49-63
Author(s):  
Jolanta Rytel
Keyword(s):  
Educational Research ◽  
American Psychological Association ◽  
American Educational Research Association ◽  
National Council ◽  
Research Association ◽  
American Psychological

W artykule zrelacjonowano zmieniające się na przestrzeni ponad 100 lat koncepcje pojęcia trafności pomiaru testowego. Aktualnie pojęcie trafności odnosi się do stopnia, w jakim dane empiryczne oraz teoria uzasadniają interpretację wyników testowych w zakładanym kierunku (American Educational Research Association, American Psychological Association, National Council on Measurement in Education [AERA, APA, NCME], 2007, s. 31). Przedstawiono 5 podstawowych źródeł danych dotyczących trafności oraz problemy związane z integracją dowodów na rzecz trafności w spójną argumentację. Podkreślono użyteczność zaproponowanego przez Kane’a podejścia do walidacji opartego na argumentacji, odwołującego się do logiki nieformalnej i struktury argumentu wprowadzonej przez Toulmina. Omówiono także różnice stanowisk zajmowanych przez badaczy w odniesieniu do 2 podstawowych kwestii: czemu przysługuje trafność i jaki jest właściwy sposób jej ustalania?  

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