共查询到20条相似文献，搜索用时 62 毫秒
1.
通过描述中学数学课改后大学高等数学教学中出现的新特点,从教师的角度出发,对大学高等数学与中学数学的教学内容、教学方法、学习方法等方面的差异进行探讨,指出在中学新课改环境下高等数学在教学衔接环节上应注意的问题,并提出对策。 相似文献
2.
A procedure for the detection of differential item performance (DIP) is used to investigate the relationships between characteristics of mathematics achievement items and gender differences in performance. Eight randomly equivalent samples of high school seniors were each given a unique form of the ACT Assessment Mathematics Usage Test (ACTM). Students without requisite mathematics courses were deleted from the samples to reduce the confounding effects of differences in instruction at the high school level. Signed measures of DIP were obtained for each item in the eight ACTM forms. These DIP estimates were then analyzed in a 6 × 8 (item category by form) experimental design. A significant item category effect was found indicating a relationship between item characteristics and gender-based DIP. Predictions, based on previous research about the categories of items that would contribute to gender-based DIP, were supported: Geometry and mathematics reasoning items were relatively more difficult for female examinees and the more algorithmic, computation-oriented items were relatively easier. 相似文献
3.
Effects of Item Wording on Sex Bias 总被引：1，自引：0，他引：1
Joyce R. McLarty A. Candace Noble Renee M. Huntley 《Journal of Educational Measurement》1989,26(3):285-293
This study examined the effects of gender-related item-wording changes on the performance of male and female examinees. Mathematics word problems and English language items were created in neuter, male, and female versions. Items were administered to randomly equivalent samples of about 300 high school juniors and seniors. Loglinear analysis was used to assess the impact of item gender and its interaction with examinee sex on the difficulty and discrimination of each item in each context. No items were found to have sex bias in either context. Mathematics items did not have different difficulty or discrimination in the three gender versions. Neither mathematics nor English items had different discrimination levels in the three gender-related versions. Some English items, however, were found to have different difficulty levels in the three gender-related versions. These difficulty differences were not systematic." none of the three gender versions appeared consistently more or less difficult than the others. 相似文献
4.
Michalis P. Michaelides 《教育实用测度》2013,26(4):365-378
ABSTRACTThe Student Background survey administered along with achievement tests in studies of the International Association for the Evaluation of Educational Achievement includes scales of student motivation, competence, and attitudes toward mathematics and science. The scales consist of positively- and negatively keyed items. The current research examined the factorial structure of the 18-item motivational scales in fourth-grade mathematics in the 2011 Trends in International Mathematics and Science Study (TIMSS). Survey data from six European countries were analyzed. In comparisons of alternative models, the fit was adequate when three correlated factors were specified and negative keying was taken into account as a latent factor, or with correlated uniquenesses among negatively keyed items. Participants reading achievement scores correlated systematically to negative keying with coefficients ranging from .254 to .395 in the six samples. Unlike their higher-scoring peers, fourth-graders with lower reading achievement responded differentially to similar items depending on the direction of item keying, in such a way that their motivation scores were biased downward. Implications about the use of reverse keying in surveys for young students are discussed. 相似文献
5.
张红波 《宁波教育学院学报》2010,12(1):123-125,140
数感是建立明确的数概念和有效地进行计算等数学活动的基础,数感的培养在数学学习中是贯穿始终的。借鉴孔子的"过而知之"和老子的"无为而治"的思想,在小学数学教学中,让学生感受生活数学,体验数据大小,经历估算过程,从而启蒙、建立、内化学生的数感;让学生参与实践活动,鼓励大胆猜想,自觉质疑反思,以达到发展、深化、提升学生数感的目标。 相似文献
6.
Children’s growth and fixed intelligence mindsets in mathematics are noted as important sources of mathematics motivation and achievement. Nuanced beliefs about the malleability of mathematics intelligence that lie between fixed and growth mindsets may also be important to consider for children’s mathematics learning, yet little is known about whether children endorse these in-between beliefs and how they fit in the popular growth and fixed mindset framework. In this study, we investigated nuanced mindsets in mathematics, which we term “mixed” intelligence mindsets, alongside fixed and growth mindsets in a sample of 698 third-grade students in the United States. Factor analyses using data from a newly developed mathematics intelligence mindset scale indicated good and similar fit of three multidimensional models. Two of these models included mixed mindset items, one with a combined growth and mixed mindset factor and another with a separated mixed mindset factor. Strong positive correlations were found between the growth and mixed mindset factors. Mathematics achievement had a moderate positive correlation with mixed mindset and a moderate negative correlation with fixed mindset. These correlations were both significantly stronger than the small correlation between mathematics achievement and growth mindset. Our findings suggest mathematics intelligence mindset is multidimensional and the addition of a mixed mindset aspect could improve the adequacy and precision of the conceptualization and measurement of the growth mindset dimension. In practice, mixed mindsets may provide teachers and parents with more flexible messages to present to children when encouraging them to engage in adaptive achievement behaviors in mathematics. 相似文献
7.
In recent years, the mathematics achievement of Peruvian students has been evaluated in three national and two international studies. The results in all cases suggest very poor learning. A similar situation is found in many developing countries. In this study, we analyzed the opportunities to learn (OTL) mathematics of sixth grade students from 22 public schools in Lima, Peru. OTL were defined in this study as curriculum coverage, cognitive demand of the tasks posed to the students, percent of mathematical exercises that were correct and quality of feedback. These variables were coded in the workbooks and notebooks of the students, which were gathered at the end of the school year (at the same time, the mathematics achievement test was administered). The results show that: (a) regarding OTL, less than half of the exercises available in the workbooks were solved, teachers overemphasize some topics of the national curriculum ({i.e.} related to Number and Number Sense), they pose tasks that are at very low levels of cognitive demand, and it is common to find mistakes in the students' answers to problems that have no feedback (or even worse, the feedback is wrong); (b) students in relatively poorer, multigrade classrooms have less OTL; (c) OTL, as defined earlier, is positively associated with achievement.A preliminary version of this paper received the Research Medal in the category Knowledge, Education andTechnology at the Annual Meeting of the Global Development Network (GDN) in Cairo, in January 2003. 相似文献
8.
Mustafa Baloğlu 《European Journal of Psychology of Education - EJPE》2010,25(4):507-518
This study adapted the Mathematics Anxiety Rating Scale-Short Version (MARS-SV) into Turkish and investigated the validity
and reliability of the adapted instrument. Twenty-five bilingual experts agreed on the language validity, and 49 Turkish language
experts agreed on the conformity and understandability of the scale’s items. Thirty-two subject matter experts’ responses
provided evidence for content validity. Finally, 475 college students (51.58% men) responded to the adapted scale. Based on
the existing literature, several models were specified and estimated. Confirmatory factor analyses showed that only five-factor
model provided fit to the data (all fit indices exceeded 0.90). Standardized factor loadings were found all positive, significant,
and ranged from 0.40 to 0.78. Factors are named as the Mathematics Test Anxiety, Course Anxiety, Computation Anxiety, Application
Anxiety, and Social Anxiety. All subscales were significantly correlated with the total scale score as well as among themselves.
It was concluded that the adapted scale measures the construct of mathematics anxiety in Turkish college student populations. 相似文献
9.
This was a study of differential item functioning (DIF) for grades 4, 7, and 10 reading and mathematics items from state criterion-referenced tests. The tests were composed of multiple-choice and constructed-response items. Gender DIF was investigated using POLYSIBTEST and a Rasch procedure. The Rasch procedure flagged more items for DIF than did the simultaneous item bias procedure—particularly multiple-choice items. For both reading and mathematics tests, multiple-choice items generally favored males while constructed-response items generally favored females. Content analyses showed that flagged reading items typically measured text interpretations or implied meanings; males tended to benefit from items that asked them to identify reasonable interpretations and analyses of informational text. Most items that favored females asked students to make their own interpretations and analyses, of both literary and informational text, supported by text-based evidence. Content analysis of mathematics items showed that items favoring males measured geometry, probability, and algebra. Mathematics items favoring females measured statistical interpretations, multistep problem solving, and mathematical reasoning. 相似文献
10.
Cawthon S 《American annals of the deaf》2011,156(3):255-269
Linguistic complexity of test items is one test format element that has been studied in the context of struggling readers and their participation in paper-and-pencil tests. The present article presents findings from an exploratory study on the potential relationship between linguistic complexity and test performance for deaf readers. A total of 64 students completed 52 multiple-choice items, 32 in mathematics and 20 in reading. These items were coded for linguistic complexity components of vocabulary, syntax, and discourse. Mathematics items had higher linguistic complexity ratings than reading items, but there were no significant relationships between item linguistic complexity scores and student performance on the test items. The discussion addresses issues related to the subject area, student proficiency levels in the test content, factors to look for in determining a "linguistic complexity effect," and areas for further research in test item development and deaf students. 相似文献
11.
Patrick Griffin 《Asia Pacific Education Review》2007,8(2):233-249
This article reports the results of a national survey of mathematics achievement at the end of primary school in Vietnam.
A sample of more than 72000 students were assessed from 61 provinces. The items were matched to the Vietnam Mathematics curriculum
for Year 5 students. Using a skills audit of the items, a variable of Vietnamese mathematics development was defined following
an item response analysis of the data. Findings reveal that the levels of mathematics achievement were relatively high and
that the mathematics curriculum was closely aligned with international trends in mathematics for primary school. There were
some areas of concern in that lower achievement levels were persistently aligned with low socio economic groups and these
were typically located in three regions of Vietnam, heavily populated by ethnic sub-groups.
The views expressed in this paper are those of the authors and do not claim to represent the views of the Vietnamese Government
in any way. The article is based on a World Bank project (in Vietnam) on achievement at the end of primary school. 相似文献
12.
Summative and Formative Assessments in Mathematics Supporting the Goals of the Common Core Standards
Alan H. Schoenfeld 《理论付诸实践》2015,54(3):183-194
Being proficient in mathematics involves having rich and connected mathematical knowledge, being a strategic and reflective thinker and problem solver, and having productive mathematical beliefs and dispositions. This broad set of mathematics goals is central to the Common Core State Standards for Mathematics.High-stakes testing often drives instructional practice. In this article, I discuss test specifications and sample assessment items from the two major national testing consortia and the prospects that their assessments will be positive levers for change.For more than 20 years, the Mathematics Assessment Project has focused on the development of assessments that emphasize productive mathematical practices, most recently creating formative assessment lessons (FALs) designed to help teachers build up student understandings through focusing on student thinking while engaging in rich mathematical tasks. This article describes our recent work. 相似文献
13.
《教育实用测度》2013,26(2):161-177
Gender differences in performance on three types of mathematics test items were investigated using data from students with three different course backgrounds. Eight randomly equivalent samples of high school seniors were each given a unique form of the ACT Assessment Mathematics Usage Test. Only students with three specific profiles of high school mathematics coursework were considered in the analysis. The three background conditions ranged from little mathematics (Algebra I only) to a modest background (two Algebra courses and Geometry) to a full mathematics program including Introductory Calculus. For each background condition, examinee performance was analyzed in a 2 (Gender) x 3 (Item Category) x 8 (Test Form) split-plot factorial design. The results indicated, that, at each of the studied background levels, females performed less well than males on geometry (strategic, geometric) and reasoning (strategic, nongeometric) items. On the other hand, females performed as well as males on algorithmic, operationsoriented items. 相似文献
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15.
数学焦虑是一种特殊的学科焦虑。从数学焦虑的心理层面出发,一些测量数学焦虑的工具被开发出来,并得出了它的维度。数学焦虑的影响因素主要来自三个方面:环境性因素、个体的人格特征和情境性因素,同时数学焦虑会影响到数学认知,进而影响个体的数学成绩。 相似文献
16.
17.
Shujie Liu 《教育心理学》2010,30(6):699-712
The aims of this study were to examine the factor structure of the attitudinal questionnaire items from Trends in International Mathematics and Science Study (TIMSS) 2003 and to investigate low‐ and high‐performing students’ mathematics self‐concept in East Asian societies and in the USA. The participants were 24,119 eighth‐graders, 4856 from Japan, 4972 from Hong Kong, 5379 from Taiwan and 8912 from the USA. Exploratory factor analyses (EFAs) were conducted revealing a same factor structure across the four societies. The MANOVA results showed that (1) the US students reported a statistically significant higher mathematics self‐concept than students in Hong Kong, Taiwan, or Japan; (2) across the four societies, high‐performing students had statistically significant higher self‐concept than low‐performing students; and (3) the US low‐performing students’ self‐concept was higher than Japanese high‐performing students’ self‐concept. The implications of these findings are discussed. 相似文献
18.
Chuan-Ju Lin Pi-Hsia Hung Su-Wei Lin Bor-Hung Lin Fou-Lai Lin 《International Journal of Science and Mathematics Education》2009,7(3):551-573
The teaching and learning of mathematics in schools has drawn tremendous attention since the education reform in Taiwan. In
addition to assessing cognitive abilities, Taiwan Assessment of Student Achievement in Mathematics (TASA-MAT) collects background
information to help depict average student achievement in schools in an educational context. The purpose of this study was
to investigate the relationships between student achievement in mathematics and student background characteristics. The data
for this study was derived from the sample for the 2005 TASA-MAT Sixth-Grade Main Survey in Taiwan. The average age of the
sixth-grade students in Taiwan is 11 years old, as was the sample for the 2005 TASA-MAT. Student socioeconomic status (SES)
and student learning-goal orientation were specified as predictor variables of student performance in mathematics. The results
indicate that the better performance in mathematics tended to be associated with a higher SES and stronger mastery goal orientation.
The SES factor accounted for 4.98% of the variance, and student learning-goal orientation accounted for an additional 10.61%
of the variance. The major implication obtained from this study was that goal orientation was much more significant than SES
in predicting student performance in mathematics. In addition, the Rasch model treatment of the ordinal response-category
data is a novel approach to scoring the goal-orientation items, with the corresponding results in this study being satisfactory. 相似文献
19.
Existing instruments designed to measure mathematics attitudes were too long, dated, or assessed with only western samples. To address this issue, a shortened version of the Attitudes Toward Mathematics Inventory (short ATMI) which measures four subscales??enjoyment of mathematics, motivation to do mathematics, self-confidence in mathematics, and perceived value of mathematics??was created. Its factor structure, reliability, and validity were assessed with 1,601 participants from Singapore. Confirmatory factor analyses supported the original four-factor structure. Within this structure, however, several items were found to correlate highly with others. Their removal either improved or did not impact the properties of the instrument. As a result, these items were removed to produce the short ATMI. Furthermore, a very high correlation (r?=?.96) was found between the enjoyment and motivation subscales. Results of further analysis suggested the removal of the motivation subscale. The short ATMI exhibited strong correlations with the original scale (mean r?=?.96), good overall internal consistencies, both for the full short version (???=?.93) and for the individual subscales (mean ???=?.87), and satisfactory test?Cretest reliability over a 1-month period (mean r xx ?=?.75). The validity of the short ATMI was further demonstrated through inter-correlations between its subscales, and through correlations with mathematics anxiety and achievement test scores. Participants were able to complete the short ATMI in less than 10?min, making it a viable option when survey administration time is limited. This time would reduce further with the removal of the motivation subscale. 相似文献