Does the format matter? How the multiple-choice format might complicate the MKT items

Janne Fauskanger, Reidar Mosvold, Raymond Bjuland and Arne Jakobsen

Abstract

In order to design appropriate professional development programs for teachers, an instrument has been developed in the U.S. to measure teachers’ mathematical knowledge for teaching. The process of translating and adapting these measures for use in other countries involves several challenges. This article focuses on issues related to the multiple-choice format of the items. Analyses of focus-group interviews reveal that the multiple-choice format may complicate the items. The teachers’ reflections about the format in this Norwegian case contribute to the understanding of this important challenge.

Janne Fauskanger

Janne Fauskanger is Assistant Professor in mathematics education at the University of Stavanger, Norway. Her main interest is related to primary school teachers’ mathematical knowledge for teaching and their practice.

Reidar Mosvold

Reidar Mosvold is Associate Professor in mathematics education at the University of Stavanger, Norway. His interests are related to teachers’ beliefs and knowledge of mathematics, and their influence on practice.

Raymond Bjuland

Raymond Bjuland is Associate Professor in mathematics education at the University of Stavanger, Norway. His interests are related to students’ collaborative problem solving in small groups, the use of gestures in teacher-student dialogues, and mathematical knowledge for teaching.

Arne Jakobsen

Arne Jakobsen is Associate Professor in mathematics at the University of Stavanger, Norway. His interests are mathematics, mathematical knowledge for teaching, and quantitative studies in mathematics education.