The majority of studies about mathematical knowledge for teaching (MKT) have been conducted in the US, with little research on MKT being performed in the Middle East. Accordingly, this study contributed to the cross-national MKT literature by translating, adapting, and validating a novel US teacher knowledge instrument for use in Kuwait. Both…

To measure the procedural and conceptual knowledge of functions and to clarify the relationship between them in the context of mathematics education in Morocco, a structural equation modeling (SEM) analysis was used. In addition, correlation tests between students' grades at their Mathematical Analysis Assessments and their procedural and…

The purposes of this study were (1) to develop a questionnaire measuring high school students' conceptions of the relationship between mathematics and physics, (2) and to determine the students' conceptions of the relationship between mathematics and physics. A total of 718 high school students (343 male, 375 female) participated in this study.…

The kinematics concept test (KCT) is a multiple-choice test designed to evaluate students' conceptual understanding of kinematics at the high school level. The test comprises 49 multiple-choice items about velocity and acceleration, which are based on seven kinematic concepts and which make use of three different representations. In the first part…

Two studies were conducted for the development and validation of a multidimensional test to assess undergraduate students' mathematical thinking about derivative. The first study involved two phases: question generation and refinement of the Thinking-about-Derivative Test (TDT). The second study included four phases as follows: test…

In this study, we developed an instrument for assessing teachers' mathematics content knowledge (MCK) on ratio and proportion and examined the profile of Indonesian primary teacher's MCK on this topic. The MCK items were administered to 271 Indonesian in-service primary teachers with a variety of educational backgrounds and teaching experiences.…

After a test is developed, most content validation analyses shift from ascertaining domain definition to studying domain representation and relevance because the domain is assumed to be set once a test exists. We present an approach that allows for the examination of alternative domain structures based on extant test items. In our example based on…