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Multifaceted assessment of children’s inversion understanding
Journal of Experimental Child Psychology ( IF 2.547 ) Pub Date : 2021-03-20 , DOI: 10.1016/j.jecp.2021.105121
Terry Tin-Yau Wong 1 , Chloe Oi-Ying Leung 1 , Kam-Tai Kwan 2
Affiliation  

The current study was aimed at examining various theoretical issues concerning children’s inversion understanding (i.e., its factor structure, development, and relation with mathematics achievement) using a multifaceted assessment. A sample of 110 fourth to sixth graders was evaluated in three different measures of inversion understanding: evaluation of examples, explicit recognition, and application of procedures. The participants were also evaluated on their mathematics achievement. A one-factor structure best explains inversion understanding involving different arithmetic operations. Grade-related improvements were observed in some facets of inversion understanding. Latent profile analysis using the three inversion measures revealed seven classes of children with different inversion profiles. Furthermore, classes with better inversion understanding also had higher mathematics achievers. The current findings provide evidence to support the multifaceted nature of inversion understanding, grade-related improvements in children’s inversion understanding as well as the relation between inversion understanding and mathematics achievement.



中文翻译:

儿童倒转理解的多方面评估

目前的研究旨在使用多方面的评估来检验有关儿童倒转理解的各种理论问题(即,其因素结构、发展以及与数学成绩的关系)。对 110 名四年级至六年级学生的样本进行了三种不同的反演理解措施评估:示例评估、明确识别和程序应用。还对参与者的数学成绩进行了评估。单因子结构最好地解释了涉及不同算术运算的反演理解。在反演理解的某些方面观察到与等级相关的改进。使用三种反转测量的潜在剖面分析揭示了具有不同反转剖面的七类儿童。此外,反演理解更好的班级数学成绩也更高。目前的研究结果为支持倒转理解的多方面性质、儿童倒转理解与年级相关的改进以及倒转理解与数学成绩之间的关系提供了证据。

更新日期:2021-03-21
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