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The Development and Initial Validation of an Assessment of Algebraic Thinking for Students in the Elementary Grades
Educational Assessment Pub Date : 2018-06-11 , DOI: 10.1080/10627197.2018.1483191
Nicole C. Ralston 1 , Min Li 2 , Catherine Taylor 2
Affiliation  

ABSTRACT Elementary school students often exhibit a variety of conceptions associated with algebraic thinking that their teachers fail to recognize or understand. It is crucial that elementary school teachers possess knowledge of the variety of student conceptions and also have abilities to address varying states of conceptions. Otherwise, students who are not provided with opportunities to think algebraically may continue to struggle with algebra throughout school. The purpose of this study, therefore, was to develop and provide initial validity evidence for an assessment tool of algebraic thinking for the elementary grades. In the development of the tool, validation efforts were pursued, including multiple rounds of pilot-testing and think aloud interviews. Evidence for reliability of scores and validity of score interpretations of the overall score were collected. Results suggest that the assessment is a potentially valuable tool for teachers to elicit and learn about students’ algebraic thinking knowledge.

中文翻译:

小学四年级学生代数思维评估的发展和初步验证

摘要小学生经常表现出与代数思维有关的各种观念,而这些观念是他们的老师无法认识或理解的。至关重要的是,小学教师必须具备各种学生构想的知识,并具有解决各种构想状态的能力。否则,没有机会进行代数思考的学生可能会在整个学校中继续与代数作斗争。因此,本研究的目的是为基础年级的代数思维评估工具开发并提供初步的有效性证据。在该工具的开发中,进行了验证工作,包括多轮试点测试和大声思考访谈。收集分数可靠性和分数解释对整体分数有效性的证据。结果表明,评估是教师潜在的有价值的工具,可用于激发和了解学生的代数思维知识。
更新日期:2018-06-11
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