{"id":{"repo_id":"buffalo","oai_identifier":"oai:ubir.buffalo.edu:10477/86442"},"canonical_url":"https://search.dev.ndltd.org/etd/buffalo/oai:ubir.buffalo.edu:10477/86442","repository":{"repo_id":"buffalo","name":"Buffalo","base_url":"https://ubir.buffalo.edu/oai/request"},"display":{"title":"Readability, Complexity, and Representations: A Holistic Analysis of New York State Algebra Exams","abstract":"Ph.D.","abstract_html":"Ph.D.","abstract_has_math":false,"creators":["Schaefer, Stephanie; 0000-0001-9565-8128"],"institution":"State University of New York at Buffalo","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Moore-Russo, Deborah","Learning and Instruction"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-02-21T17:22:28Z","date_published":"2025-02-21T17:22:28Z","updated_at":"2026-07-27T19:05:32Z","subjects":["mathematics education","curriculum development","educational tests & measurements"],"languages":["eng"],"rights":["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."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10477/86442","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Moore-Russo, Deborah","Learning and Instruction"]},{"key":"dc:creator","label":"Author","values":["Schaefer, Stephanie; 0000-0001-9565-8128"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-02-21T17:22:28Z","2020"]},{"key":"dc:publisher","label":"Institution","values":["State University of New York at Buffalo"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["mathematics education","curriculum development","educational tests & measurements"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["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."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10477/86442"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["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.**"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Readability, Complexity, and Representations: A Holistic Analysis of New York State Algebra Exams"]}]}],"canonical_facts":{"dc:contributor":["Moore-Russo, Deborah","Learning and Instruction"],"dc:creator":["Schaefer, Stephanie; 0000-0001-9565-8128"],"dc:date":["2025-02-21T17:22:28Z","2020"],"dc:description":["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.**"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/10477/86442"],"dc:language":["eng"],"dc:publisher":["State University of New York at Buffalo"],"dc:rights":["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."],"dc:subject":["mathematics education","curriculum development","educational tests & measurements"],"dc:title":["Readability, Complexity, and Representations: A Holistic Analysis of New York State Algebra Exams"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T19:05:32Z"}