在线预测分数和代数成绩:一项使用在线学习环境数据的大规模纵向研究

M. Spitzer, K. Moeller
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引用次数: 4

摘要

背景:掌握分数似乎是学生在学校获得的最重要的学术技能之一,因为分数理解显着预测了后来的学术和职业前景。因此,识别分数理解的纵向预测因素(例如,对数字和运算的掌握)是高度相关的。然而,几乎所有现有的研究都将更基本的数字技能作为分数理解的预测因素,这些研究都是基于面对面测试(主要是在课堂上)获得的数据。目的:在本文中,我们评估了获得的结果是否可以推广到荷兰学校使用的基于课程的在线学习环境Bettermarks for数学的数据。特别是,我们i)评估了分数理解是否可以通过不同更基本的数学主题的先前技能来预测,然后我们ii)检查了分数理解是否可以预测基本数学技能影响之外的代数成绩。方法:我们考虑了5000多名学生的数据,他们解决了100多万套数学问题。结果与结论:与先前的研究结果一致,我们发现分数理解与基础数学主题的先前技能有显著的预测关系。我们的分析还显示,分数理解显著地预测了代数成绩,超出了基本数学技能的影响。启示:总之,这些发现证实了之前基于面对面测试的结果,因此,表明来自大规模在线学习环境的数据很可能有资格为数学技能的发展提供重要的见解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Predicting fraction and algebra achievements online: A large-scale longitudinal study using data from an online learning environment
Background: Mastering fractions seems among the most critical academic skill for students to acquire in school as fraction understanding significantly predicts later academic and vocational prospects. As such, identifying longitudinal predictors of fraction understanding (e.g., mastery of numbers and operations) is highly relevant. However, almost all existing studies identifying more basic numerical skills as predictors of fraction understanding rest on data acquired in face-to-face testing - mostly in classrooms. Objectives: In this article, we evaluated whether obtained results generalize to data from the curriculum-based online learning environment Bettermarks for mathematics used in schools in the Netherlands. In particular, we i) evaluated whether fraction understanding can be predicted by prior skills on different more basic mathematical topics before we ii) examined whether fraction understanding predicted achievements in algebra over and beyond the influence of basic mathematical skills. Methods: We considered data from more than 5,000 students who solved over 1 million mathematical problem sets. Results and Conclusions: In line with previous findings, we found that fraction understanding was predicted significantly by prior skills on basic mathematical topics. Our analyzes also revealed that algebra achievements were predicted significantly by fraction understanding beyond influences of basic mathematical skills. Implications: Together, these findings substantiated previous results based on face-to-face testing and, thus, indicate that data from large-scale online learning environments may well qualify to provide significant insights into the development of mathematical skills.
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