Assessing knowledge of mathematical equivalence: A construct-modeling approach

• Autores: Bethany Rittle-Johnson, Percival G. Matthews, Roger S. Taylor, Katherine L. McEldoon
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 103, Nº. 1, 2011, págs. 85-104
• Idioma: inglés
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• Dialnet Métricas: 1 Cita
• Resumen

  • 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