Measuring mathematical identity in lower secondary school

Abstract

The authors examined whether we can use the same instrument for measuring and comparing the mathematical identities of lower secondary school students and those of university students in science, technology, engineering, and mathematics (STEM). Specifically, Rasch measurement techniques were used on items from an instrument that was earlier validated for measuring mathematical identities in STEM contexts to assess the psychometric properties of the instrument in lower secondary school. Moreover, data from the two contexts were merged to assess the invariance of the instrument. The results indicate that the same instrument can measure mathematical identity in STEM contexts and lower secondary school contexts. Also, evidence is provided that the instrument is practically invariant. Implications and suggestions for further research are provided.