Cognitive diagnosis of mathematics performance between rural and urban students in Taiwan
Cognitive diagnosis of mathematics performance between rural and urban students in Taiwan
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DOI：
10.1080/0969594x.2011.560562
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发表时间：
2012-01-01
影响因子：
3.2
通讯作者：
Chen, Yi-Hsin
中科院分区：
文献类型：
--
作者：
Chen, Yi-Hsin
本研究从认知属性层面，对台湾城乡学生的数学成绩差异进行了实证性的实质性考察。参与者是参加1999年国际数学与科学趋势研究（TIMSS）的八年级学生。运用规则空间方法对城乡学生与TIMSS数学项目相关的认知知识、能力和技能进行了诊断性描述。结果表明，城市学校的学生在高水平数学内容（代数和几何）以及抽象思维技能（比例推理、逻辑推理、解题探索和开放式题目）方面比农村学校的学生表现更好。此外，更大比例的城市学生被归类到掌握属性更多的知识状态，而更大比例的农村学生处于掌握属性较少的知识状态。论文中提供了详细的讨论和建议。
This study was an empirically substantive examination of mathematics achievement differences between urban and rural Taiwanese students at a cognitive attribute level. Participants were eighth-grade students who participated in the Trends in International Mathematics and Science Study of 1999. The rule-space method was applied to produce a diagnostic description of urban and rural students' cognitive knowledge, abilities, and skills related to TIMSS mathematics items. The results indicated that students in urban schools performed better than those in rural schools on high-level mathematics contents (Algebra and Geometry) and abstract thinking skills (Proportional reasoning, Logical reasoning, Solution search, and Open-ended items). Furthermore, greater proportions of urban students were classified into the knowledge states with more mastery attributes and greater proportions of rural students occupied the knowledge states with fewer mastery attributes. Detailed discussion and suggestions are provided in the paper.