2013 Conference Proceedings - University of Nevada, Las Vegas

MKT Measures ScoresMathematics in Grades EC-8Student Teaching in Pre-Kthrough Grade 4Time-pointsFigure 2. Piecewise Growth Model with Estimated Means – Algebraic Thinking. The meaninitial MKT measures score in algebraic thinking was -0.47 (S.E. 0.06). There was a statisticallysignificant decrease during Methods (time-points 1-3) (slope = -0.16, S.E. = 0.03, p < 0.001),though there was no statistically significant change during Student Teaching (time-points 4-5)(slope = -0.02, S.E. = 0.04, p = 0.653).RQ2 – The statistically significant covariates (i.e. demographics, prior knowledge ofmathematics, and AB factors) identified for the initial MKT scores were as follows: (a) fornumber sense, Hispanic, and the number of Advanced HS Math courses taken, and (b) foralgebraic thinking, the AB factor processes of mathematics (Table 1). The initial MKT scoresare indicative of the participants’ mathematical knowledge developed over their K-12 schoolingand college level mathematics courses. In number sense, participants who identified themselvesas Hispanic scored lower on the MKT measures while those who took more advanced highschool mathematics courses and believed mathematics was enjoyable and creative scored higherat the beginning of the study. While in algebraic thinking, participants who viewed mathematicsas enjoyable and creative scored higher on the MKT measures at the beginning of the study.Table 1.Influence of Participants' Background & Attitude and BeliefsNumber SenseAlgebraic ThinkingIntercept (time-point 1) Estimate (SE) 95% C.I. Estimate (SE) 95% C.I.Hispanic -0.36* (.13) [-0.61, -0.10] -0.35 (.16) [-0.66, -0.04]Advanced HS Mathematics 0.16* (.05) [0.06, 0.27] 0.11 (0.07) [-0.01, 0.25]AB Factor: Processes of 0.20 (0.09) [0.03, 0.37] 0.33* (0.11) [0.12, 0.54]doing mathematicsNote: * statistically significant after Bonferroni correction at p