RUME 26
2024
Omaha, Nebraska
Measuring Mathematical Knowledge for Teaching College Algebra at Community Colleges
Page: 303
We present preliminary findings regarding the dimensionality of a 34-item instrument designed to measure the mathematical knowledge used in teaching college algebra at community colleges and the performance of items within the instrument. The instrument assumed a six-dimension model with two organizers of knowledge, one related to knowledge needed to perform two specific tasks of teaching, choosing problems and understanding student work, and the other related to knowledge of three function types, linear, exponential, and rational functions. Multidimensional item response theory models were applied to a sample of 416 community college mathematics instructors. A three-dimension model structured by function types better fitted the data than a unidimensional model. Two- and six-dimensional models, structured by the tasks of teaching or the combination of function types and tasks of teaching, did not converge so they are not discussed. We discuss implications and work to further validate the instrument.