中学生数学思维能力测试:框架与测试开发

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH

Africa Education Review Pub Date : 2020-11-01 DOI:10.1080/18146627.2021.1961088

Amir Zaman, Riaz Ahmad, A. Ghaffar, M. Hussain

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引用次数: 0

摘要

摘要本研究旨在开发和验证一种测量中学生数学思维的测试方法。探索了数学思维的第一阶段，以建立符合巴基斯坦中等教育课程的综合模式。制定了36个项目，并在三所学校进行了试点。采用因子分析法来保证该工具的结构有效性。分析表明，每个项目在其相应的结构中都有显著的负载，36个项目中的两个项目显示出轻微的偏差。数据表明，这种偏差是由内容和结构的重叠性质引起的。

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Measuring Mathematical Thinking Skills: Framework and Test Development for Secondary School Students

Abstract The study aimed to develop and validate a test for the measurement of mathematical thinking of secondary-level students. The first-stage aspects of mathematical thinking were explored for a consolidated model in line with the curriculum of secondary-level education in Pakistan. Thirty-six items were developed and piloted in three schools. Factor analysis was applied to ensure the construct validity of the instrument. The analysis shows that each item was significantly loaded in its corresponding construct with a little deviation shown by two of the 36 items. The data show that this deviation was caused by the overlapping nature of the content and construct.

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来源期刊

Africa Education Review EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.40

自引率

0.00%

发文量

期刊介绍： Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues. It encourages debate on theory, policy and practice on a wide range of topics that represent a variety of disciplines, interdisciplinary, cross-disciplinary and transdisciplinary interests on international and global scale. The journal therefore welcomes contributions from associated disciplines including sociology, psychology and economics. Africa Education Review is interested in stimulating scholarly and intellectual debate on education in general, and higher education in particular on a global arena. What is of particular interest to the journal are manuscripts that seek to contribute to the challenges and issues facing primary and secondary in general, and higher education on the African continent and in the global contexts in particular. The journal welcomes contributions based on sound theoretical framework relating to policy issues and practice on the various aspects of higher education.