Assessing Knowledge of Mathematical Equivalence: A Construct-Modeling Approach.
Assessing Knowledge of Mathematical Equivalence: A Construct-Modeling Approach.
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评估数学等价知识：一种构造建模方法。
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
Katherine McEldoon
中科院分区：
文献类型：
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作者：
Bethany Rittle;Percival G. Matthews;Roger Taylor;Katherine McEldoon
数学等价的知识，即等式两边表示相同值的原理，是代数中的一个基本概念，这一知识贯穿了小学和中学。使用构造建模方法，我们开发了等效知识的评估。二至六年级（N = 175）分2次完成评估，间隔2周。证据支持评估在多个维度上的可靠性和有效性，项目的相对难度与我们的构建图的预测一致。到了五年级的时候，大多数学生都对等价有了基本的关系观，并开始比较一个方程的两边。这项研究提供了学生通常学习等效知识的不同方面的顺序的见解。它还说明了一种强大但未得到充分利用的度量开发方法，这种方法对于开发旨在检测知识随时间或干预后的变化的度量特别有用
Knowledge of mathematical equivalence, the principle that 2 sides of an equation represent the same value, is a foundational concept in algebra, and this knowledge develops throughout elementary and middle school. Using a construct-modeling approach, we developed an assessment of equivalence knowledge. Second through sixth graders (N = 175) completed the assessment on 2 occasions, 2 weeks apart. Evidence supported the reliability and validity of the assessment along a number of dimensions, and the relative difficulty of items was consistent with the predictions from our construct map. By Grade 5, most students held a basic relational view of equivalence and were beginning to compare the 2 sides of an equation. This study provides insights into the order in which students typically learn different aspects of equivalence knowledge. It also illustrates a powerful but underutilized approach to measurement development that is particularly useful for developing measures meant to detect changes in knowledge over time or after intervention
孩子如何改变想法：策略的改变可以是渐进的，也可以是突然的。
DOI：
10.1037//0012-1649.35.1.127
发表时间：
1999
期刊：
Developmental psychology.
影响因子：
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作者：
Alibali,MW
通讯作者：
Alibali,MW