Kartlegging av læreres kunnskap er ikke enkelt
DOI:
https://doi.org/10.5617/adno.1395Keywords:
Undervisningskunnskap i matematikk, kartlegging, måleinstrumenter, flervalgsoppgaverAbstract
Læreres kunnskap har betydning for elevenes læring, og som et ledd i prosessen for styrking av kvaliteten i norsk skole har politikere i senere tid ytret ønske om å kartlegge læreres kunnskap. Kartlegging av læreres kunnskap er imidlertid ikke enkelt, og i denne artikkelen undersøker vi hvordan de samme lærernes undervisningskunnskap i matematikk kan se ut til å være forskjellig når den måles ved hjelp av oppgaver med ulikt format. Deltakerne i studien var 30 praktiserende lærere, og instrumentet besto av 28 flervalgsoppgaver med tilhørende åpne oppgaver. Sammenhengen mellom lærernes kunnskap slik den måles ved hjelp av flervalgsoppgavene og de åpne oppgavene er ikke alltid klar. Det er derfor nødvendig å tilnærme seg måling av læreres undervisnings-kunnskap i matematikk med stor varsomhet. Nærmere undersøkelser er nødvendig for å finne ut hva slags type kunnskap som kan måles med ulike typer oppgaver og hva slags måleinstrumenter som kan brukes til hvilke formål.
Nøkkelord: Undervisningskunnskap i matematikk, kartlegging, måleinstrument-er, flervalgsoppgaver
Abstract
Teachers’ knowledge influence students’ learning, and as part of their attempts to increase the quality of Norwegian schools, politicians have announced their intentions to measure the knowledge of teachers. Measuring teacher knowledge is not straightforward, however, and this article investigates how a group of mathematics teachers’ knowledge might appear different when measured by items of different formats. The participants in this study were 30 in-service teachers, and the instrument consisted of 28 multiple-choice items with associated open-response items. The connection between the teachers’ know-ledge as measured by multiple-choice items and open-response items is not always straightforward. As an implication, it is necessary to approach measure-ment of teachers’ mathematical knowledge for teaching with great care. Further studies are necessary in order to investigate what types of knowledge can be measured by different types of items and how different kinds of measuring instruments can be used for particular purposes.
Key words: Mathematical knowledge for teaching, measurement, instruments, multiple-choice items
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