This chapter traces the origins of the Reframing Mathematical Futures II (RMFII) research project before describing how rich assessment tasks and Rasch analysis techniques were used to develop an evidence-based resource to support the teaching and learning of algebraic, statistical and geometric reasoning in Years (i.e., Grades) 7 to 10. Hypothesised learning progressions were developed for each of the three target domains based on prior research. Potential assessment tasks, together with detailed scoring rubrics, that addressed the learning progressions were developed and trialed. A detailed examination of the Rasch analysis output indicated modifications that were needed and the modified questions were retrialed. Finally, the resulting variable was interpreted and segmented into Zones that were used as the basis for developing teaching advice. In describing this process, we comment on the application of learning trajectories more generally and suggest further avenues for research in this field.

Item Type:	Research Book Chapter
Keywords:	mathematicasl reasoning, Rasch measurement, formative assessment, middle school, professional development
Research Division:	Education
Research Group:	Curriculum and pedagogy
Research Field:	Mathematics and numeracy curriculum and pedagogy
Objective Division:	Education and Training
Objective Group:	Teaching and curriculum
Objective Field:	Pedagogy
UTAS Author:	Callingham, R (Associate Professor Rosemary Callingham)
ID Code:	130739
Year Published:	2019
Deposited By:	Education
Deposited On:	2019-02-08
Last Modified:	2020-05-07
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