Abstract

The study aimed to develop and validate a test for the measurement of mathematical thinking of secondary-level students. The first-stage aspects of mathematical thinking were explored for a consolidated model in line with the curriculum of secondary-level education in Pakistan. Thirty-six items were developed and piloted in three schools. Factor analysis was applied to ensure the construct validity of the instrument. The analysis shows that each item was significantly loaded in its corresponding construct with a little deviation shown by two of the 36 items. The data show that this deviation was caused by the overlapping nature of the content and construct.

中文翻译：

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衡量数学思维能力：中学生的框架和测试开发

摘要

该研究旨在开发和验证用于测量中学生数学思维的测试。探索数学思维的第一阶段，以建立符合巴基斯坦中学教育课程的综合模型。在三所学校开发和试点了 36 个项目。应用因子分析来确保工具的结构效度。分析表明，每个项目在其相应的结构中都有显着加载，36 个项目中的两个显示了一点偏差。数据表明，这种偏差是由内容和结构的重叠性质造成的。