PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
Using Comparative Judgment to Analyze Precalculus Algebra Exam Tasks
Page: 1638
Mathematics educators hold varying views on the teaching and learning of mathematics. Literature revealed inconsistencies in educators’ interpretations of conceptual understanding and procedural fluency. To explore these differences in perspectives, the current study asked mathematics doctoral faculty, college instructors, graduate teaching assistants, and high school teachers to analyze undergraduate Precalculus Algebra final exam items. Participants were asked to compare exam items based on their effectiveness to gauge conceptual understanding, procedural fluency, or differences between students. The method of comparative judgment was used to yield an ordered rank of the items from least effective to most effective, as perceived by the judges. The weak ordinal association between the rankings of the different groups indicated disagreement in educators’ judgments. The factors contributing to these differences in perceptions are unknown. Further research includes exploring these discrepancies in item rankings amongst different subgroups of mathematics educators.