Analysis of the psicometric properties of a multiplication and division processes assessment scale

• Ceccato, Roberta ^[1] ; Gil Lario, Mª Dolores ^[2] ; Marí Sanmillán, Mª Isabel ^[3]
  1. [1] Universidad de Extremadura

     Universidad de Extremadura

     Badajoz, España

     
  2. [2] Universitat de València

     Universitat de València

     Valencia, España

     
  3. [3] Universidad CEU Cardenal Herrera

     Universidad CEU Cardenal Herrera

     Valencia, España

     

  Mostrar afiliaciones +
• Localización: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología, ISSN 0214-9877, Vol. 3, Nº. 1, 2019 (Ejemplar dedicado a: Psicología de la Educación y Saberes Originarios), págs. 159-166
• Idioma: inglés
• DOI: 10.17060/ijodaep.2019.n1.v3.1464
• Enlaces
  • Texto completo
• Dialnet Métricas: 1 Cita
• Resumen

  • The domain of multiplication and division operations depends on both algorithm managementand the ability to identify the semantic structure of the problem and to translate it into mathematical language. Many students present difficulties in identifying the semantic structure of the problem but not applying the algorithm when the problem is presented numericaly. The aim of the study is to validate an assessment tool of the processes involved in multiplication and division problems solving in order to identify the causes of mistakes. The administration to 368 ten-to-twelve yearsold children highlighted a three-factor structure of the test: a factor composed of tasks that require just the domain of the algorithm, a second one that demand the identification of the operation, and a third one requiring both processes. The reliability of the instrument has been satisfactory and a qualitative analysis of the responses to the error detection and correction is proposed.

• Referencias bibliográficas
  • Ayyildiz, N. & Altun, S. (2013). An Investigacion of the effect of learning logs on remedying students’ misconceptions concerning mathematics...
  • Biber, C., Tuna, A. & Korkmaz, S. (2013). The mistakes and the misconceptions of the eigth grade students on the subject of angles. European...
  • Burton, M. (2010). Five strategies for creating meaningful mathematics experiences in the primary years. YC Young Children, 65 (6), 92-96.
  • Cárdenas, J., Blanco, L., Gómez, R. & Guerrero, E. (2012). Resolución de Problemas de Matemática y Evaluación: Aspectos afectivos y cognitivos....
  • Cueli, M., García, T. & González-Castro, P. (2013). Autorregulación y rendimiento académico en Matemáticas. Aula Abierta, 41 (1), 39-48.
  • Dehaene, S. (2001). Precis of “the number sense.” Mind and Language, 16, 16–32.
  • Ding, M., Li, X. & Capraro, M. (2013). Preservice elementary teachers knowledge for teaching the associative property of multiplication:...
  • González-Pienda, J., Fernández, S., Suarez, N., María, F., Tuero, E., García, T. & de Silva, E. (2012). Diferencias de género en actitudes...
  • Isoda, M. & Olfos, R. (2011). Enseñanza de la multiplicación: Desde el estudio de Clases japonés a las propuestas Iberoamericanas. Valparaíso:...
  • Krawec, J. (2012). Problem Representation and Mathematical Problem Solving of Students of Varying Math Ability. Journal of Disabilities, Published...
  • Mc Guire, P., Kinzie, M. & Berch, D. (2012). Developing number, sense in Pre-K with five-frames. Early Childhood Educ J, 40, 213-222.
  • Melis, E. (2004). Erroneous examples as a source of learning in mathematics ejemplos. Cognición y Aprendizaje exploratorio en la Era Digital...
  • Montague, M. (2008). Self-regulation strategies to improve mathematical problem solving for students with learning disabilities. Learning...
  • Nelson, J. & Harwood, H. (2011). Learning disabilities and anxiety: A meta-analysis. Journal of learning disabilities, 44(1), 3-17.
  • Oliva, M., Rodríguez, P., Enesco, I., Jiménez, L. & Dopico, C. (2008). Me sobran cuatro y no sé qué hacer con ellos. Un estudio sobre...
  • Pope, K. (2012). Misunderstanding Misconceptions. Science Scope, 12-15
  • Sbaragli, S. & Santi, G. (2011). Teacher’s choices as the cause of misconceptions in the learning the concept of angle. Jornal International...
  • Schneider, M. & Grabner, R. (2009). Mental Number Line, Number Line Estimation, and Mathematical Achievement: Their Interrelations in...
  • Sözen, M. & Bolat, M. (2011). Determining the misconceptions of primary school students related. Procedia-Social and Behavorial Sciences,...
  • Steinle, V. (2004). Detection and remediation of decimal miconceptions. Towards excellence in mathematics, 460-478.
  • Villarroel, V. (2012). Errores y aciertos comunes de estudiantes chilenos en las preguntas de la Prueba Pisa 2009. Santiago: MINEDUC.
  • Watson, J. (2012). Preservice Mathematics Teachers Understanding of Sampling: Intuition or Mathematics. Mathematics Teacher Education and...
  • Wynn, K. (1992). Addition and subtraction by human infants. Nature, 358, 749–750.