ASSESSING THE OPPORTUNITY TO LEARN MATHEMATICS

Research on education often faces the problem of measurement of the op portunity to learn. This is also the case with mathematics education. Researchers may choose either a retrospective measurement approach (e. g., a questionnaire) or an immediate recording approach (e.g., logbook s). In the present study, the accuracy, reliability, and predictive va lidity of a logbook procedure is assessed. The results show that the u se of logbooks leads to reliable measurement of opportunity to learn v ariables. The variables measured by logbooks also appear to be good pr edictors of learning progress.