A brief, multiple-choice assessment of mature number sense is strongly correlated with more resource-intensive measures
A brief, multiple-choice assessment of mature number sense is strongly correlated with more resource-intensive measures
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DOI：
10.5964/jnc.12679
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发表时间：
2024-03
影响因子：
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通讯作者：
Patrick K. Kirkland;Claire Guang;Chineme Otuonye;Nicole M. McNeil
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文献类型：
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作者：
Patrick K. Kirkland;Claire Guang;Chineme Otuonye;Nicole M. McNeil
表现出成熟的数感的学生能够理解数字和运算，使用推理来注意模式，并灵活地选择有效的解决问题的策略（McIntosh等人，1997，https：//ro.ecu.edu.au/ecuworks/6819）。由于其性格的性质，成熟的数感通常是通过深入访谈或策略使用测试来衡量的。然而，由于缺乏一个有效的，严格的发展措施，很难收集系统的，可复制的证据，对学生的成熟数感。为了解决这个问题，我们开发了一个简单的评估成熟的数字感。本研究提供了额外的收敛证据的有效性，这一措施与美国学生在3-8年级（8-14岁）。我们比较了中学（N = 40）和小学高年级（N = 41）的分数，从简短的评估与一个既定的，时间密集的措施（杨，2019，https：//doi.org/10.1007/s10649-018-9874-8）和学生策略使用的深入访谈（Markovits & Sowder，1994，https：//doi.org/10.2307/749290）。我们发现，这三项指标之间都存在很强的相关性（r > 0.7），即使在控制了学生的算术成绩（pr > 0.6）的情况下也是如此。研究人员和教育工作者现在可以使用简短的评估来调查学生的数学思维和数学认知的一个关键方面的知识。
Students who exhibit mature number sense make sense of numbers and operations, use reasoning to notice patterns, and flexibly choose effective problem-solving strategies (McIntosh et al., 1997, https://ro.ecu.edu.au/ecuworks/6819). Due to its dispositional nature, mature number sense is typically measured through in-depth interviews or tests of strategy usage. Yet, the lack of an efficient, rigorously developed measure has made it difficult to collect systematic, replicable evidence on students’ mature number sense. To address this, we developed a brief assessment of mature number sense. The present study provides additional convergent evidence of validity for this measure with US students in grades 3-8 (8–14 years old). We compared middle school (N = 40) and upper elementary school (N = 41) scores from the brief assessment with an established, time-intensive measure (Yang, 2019, https://doi.org/10.1007/s10649-018-9874-8) and an in-depth interview of student strategy usage (Markovits & Sowder, 1994, https://doi.org/10.2307/749290). We found strong correlations (r > 0.7) across all three measures, and this held even when controlling for students’ arithmetic scores (pr > 0.6). Researchers and educators can now use the brief assessment to investigate students’ mathematical thinking and advance knowledge of a key aspect of mathematical cognition.