ABSTRACT We show how we used a national distribution of responses from 416 practicing teachers to items of a test of mathematical knowledge for teaching geometry to estimate changes in knowledge by a group of 11 practicing teachers who participated in a 2-year practice-based professional development programme. To draw a reliable interpretation of the change, we use multiple measurement models under different assumptions on the scale of MKT-G. We demonstrate how Diagnostic Classification Modelling was used to determine whether participants had grown. The participants’ gain (status change in achievement profile) was also examined in relationship with the amount of time participants spent during the PD, which was estimated using log data recorded by the online platform. We discuss the findings from these explorations, in the context of the broader problem of improving conceptualizations of MKT.

中文翻译：

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在基于实践的专业学习干预后评估几何教学数学知识变化的启发式方法

摘要 我们展示了我们如何使用 416 名实习教师对几何教学数学知识测试项目的回答的全国分布来估计一组 11 名实习教师的知识变化，这些教师参加了为期 2 年的基于实践的专业发展程序。为了对变化做出可靠的解释，我们在 MKT-G 规模的不同假设下使用了多个测量模型。我们展示了如何使用诊断分类建模来确定参与者是否成长。参与者的收益（成就档案的状态变化）也与参与者在 PD 期间花费的时间量有关，这是使用在线平台记录的日志数据估计的。我们讨论了这些探索的发现，