The purpose of this study was to determine whether multiple-choice and constructed-response items assessed prospective secondary mathematics teachers' understanding of the concept of function. The conceptual framework for the study was the Dreyfus and Eisenberg (1982) Function Block. The theoretical framework was Sierpinska's (1992, 1994)…

Many students encounter difficulty in their transition to advanced mathematical thinking. Such difficulty may be explained by a lack of understanding of many concepts taught in early school years, especially multiplicative reasoning. Advanced mathematical thinking depends on the development of multiplicative reasoning. The purpose of this study…

The current study identified socioeconomic status (SES) group differences in student performance on an eighth grade mathematics assessment derived from the Third/Trends in International Mathematics and Science Study (TIMSS) 2003. Differential item functioning (DIF) methodology was applied to examine SES group differences on item performance for…

In this study, the author examined the relationship of probability misconceptions to algebra, geometry, and rational number misconceptions and investigated the potential of probability instruction as an intervention to address misconceptions in all 4 content areas. Through a review of literature, 5 fundamental concepts were identified that, if…