2026-09-23T23:32:59Zhttps://ubir.buffalo.edu/oai/request

oai:ubir.buffalo.edu:10477/864422026-01-01T02:44:40Zcom_10477_77914col_10477_86252

Readability, Complexity, and Representations: A Holistic Analysis of New York State Algebra Exams Schaefer, Stephanie; 0000-0001-9565-8128 Moore-Russo, Deborah Learning and Instruction mathematics education curriculum development educational tests & measurements Ph.D. The State of New York has experienced three major changes in state algebra standards and assessments since 2002. Readability, context, and cognitive complexity have been studied separately as important variables that affect algebra success. Mathematical representation and the subsequent relationships among representations have been an integral part of international, national, and statewide algebra standards movements. The current study aimed to establish a holistic approach to consider trends in the New York state algebra exam items using the coding categories of readability, context, complexity, representations, and representation relationships. Results indicated higher reading levels, more context items, more variability in complexity, and increased levels of representations and representational relationships for exams and item types (constructed response and multiple choice). **To request an accessible version of the file(s) associated with this item, contact library@buffalo.edu. Please include the item's persistent URL [http://hdl.handle.net/. . .] in your request.** 2025-02-21T17:22:28Z 2025-02-21T17:22:28Z 2020 Text Dissertation http://hdl.handle.net/10477/86442 eng Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions. Copyright retained by author. application/pdf State University of New York at Buffalo