The calculus concept inventory: a psychometric analysis and implications for use

• Jim Gleason ^[5] ; Spencer Bagley ^[1] ; Matthew Thomas ^[2] ; Lisa Rice ^[3] ; Diana White ^[4]
  1. [1] Westminster College

     Westminster College

     Township of West Fulton, Estados Unidos

     
  2. [2] Ithaca College

     Ithaca College

     City of Ithaca, Estados Unidos

     
  3. [3] Arkansas State University

     Arkansas State University

     Township of Jonesboro, Estados Unidos

     
  4. [4] University of Colorado Denver

     University of Colorado Denver

     Estados Unidos

     
  5. [5] University of Alabama

  Mostrar afiliaciones +
• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 50, Nº. 6, 2019, págs. 825-838
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Concept inventories have become increasingly common in STEM disciplines as a means of assessing student conceptual understanding on a given topic, and overall they have led to significant reform in the teaching and learning of content in their respective disciplines. In mathematics, the use of the Calculus Concept Inventory seems, anecdotally and based on a review of the literature, to be growing. Yet peer-reviewed literature on its development and psychometric properties is lacking. Using data from approximately 1800 students across four institutions, we analysed its content validity, internal structure validity, and reliability. We conclude that the data is consistent with a unidimensional model and that the instrument lacks sufficiently strong validity and reliability for its intended use. We therefore recommend the development of a new instrument to better measure conceptual understanding of calculus concepts based on a stronger theoretical framework.