Entanglements of Mathematics Education Research and Large-Scale Assessment: Rethinking Formulas as Relational

IF 2.3 1区心理学 Q2 PSYCHOLOGY, EDUCATIONAL

Cognition and Instruction Pub Date : 2023-07-06 DOI:10.1080/07370008.2023.2222860

F. Ferrara, S. Pozio

引用次数: 0

Abstract

Abstract In this article, we examine eighth graders’ incorrect responses to a specific task on a national standardized assessment of mathematics. The task asked students to write the formula for the perimeter of a given figure as a function of a variable. We focus on incorrect responses to better understand students’ difficulties with the algebraic thinking demanded by the task, especially with the formula and the variable. We show how these responses identify a variety of approaches to the solution of the task, which we name routes. We use these data to conclude that, at the end of middle school in our country, there still appears to be a lack of a relational view of formula, pointing to a need to reconceptualize formulas as relations rather than procedures. The strength of large-scale data in fueling mathematics education research is also discussed.

查看原文本刊更多论文

数学教育研究与大规模评估的纠结：公式关系的再思考

摘要在这篇文章中，我们调查了八年级学生对国家标准化数学评估中的一项特定任务的错误反应。该任务要求学生写出给定图形周长作为变量函数的公式。我们关注错误的回答，以更好地理解学生在任务要求的代数思维方面的困难，特别是在公式和变量方面。我们展示了这些响应如何确定解决任务的各种方法，我们将其命名为路线。我们利用这些数据得出结论，在我国中学结束时，似乎仍然缺乏对公式的关系观，这表明有必要将公式重新定义为关系而非程序。还讨论了大规模数据在推动数学教育研究方面的优势。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Cognition and Instruction Multiple-

CiteScore

7.90

自引率

12.10%

发文量

期刊介绍： Among education journals, Cognition and Instruction"s distinctive niche is rigorous study of foundational issues concerning the mental, socio-cultural, and mediational processes and conditions of learning and intellectual competence. For these purposes, both “cognition” and “instruction” must be interpreted broadly. The journal preferentially attends to the “how” of learning and intellectual practices. A balance of well-reasoned theory and careful and reflective empirical technique is typical.