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Task beliefs and the voluntary use of the empty number line in third-grade subtraction and addition
Educational Studies in Mathematics ( IF 2.853 ) Pub Date : 2021-01-16 , DOI: 10.1007/s10649-020-10016-x
Jorine A. Vermeulen , Anton Béguin , Theo J. H. M. Eggen

This study explored the relationships between task beliefs about the empty number line (ENL), mathematical ability, gender, and voluntary ENL use in multi-digit subtraction and addition. One hundred twenty-three Dutch third-grade students and nine teachers from six schools participated in this study. The multilevel path analysis showed that task beliefs about the ENL mediated the relationship between students’ mathematical ability and their voluntary ENL use. No gender differences were found in the multilevel path analysis. Finally, the results show that task beliefs about the ENL and voluntary ENL use differed across classrooms. The discussion focuses on the implications of the results for using the ENL in diagnostic assessment.



中文翻译:

三年级减法和加法中的任务信念和空数字行的自愿使用

这项研究探讨了关于空数字线(ENL),数学能力,性别和自愿使用ENL进行多位数减法和加法的任务信念之间的关系。123名荷兰三年级学生和来自6所学校的9名老师参加了这项研究。多层次路径分析表明,关于ENL的任务信念介导了学生的数学能力与其自愿使用ENL之间的关系。在多层次路径分析中未发现性别差异。最后,结果表明,关于ENL和自愿使用ENL的任务信念在各个教室之间是不同的。讨论的重点是将结果用于在诊断评估中使用ENL的含义。

更新日期:2021-01-18
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