Assessing kindergarteners’ mathematics problem solving: The development of a cognitive diagnostic test

Li, Li; Zhou, Xinlin; Huang, Jin; Tu, Dongbo; Gao, Xuliang; Yang, Zhilin; Li, Meifang

doi:10.1016/j.stueduc.2020.100879

Cited by 10 publications

(13 citation statements)

References 31 publications

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“…In the studies conducted (de la Torre, Yong, & Deng, 2010;Madison & Bradshaw, 2015), no threshold value for classification accuracy is specified. However, it is seen that the classification accuracy revealed in the study has a higher level than similar studies based on real data (Cui, Gierl, & Chang, 2012;Li et al, 2020;Ma, Iaconangelo, & de la Torre, 2016). The high rates obtained reveal the accuracy of the analysis results and indicate that the comments made on the results can be trusted.…”

contrasting

confidence: 76%

“…In the examination of the validity of the analysis results, the proof of convergent validity was used. The correlation between the correct response rate and the probability of mastery of the attribute was examined as proof of convergent validity (Li, et al, 2020…”

Section: Discussionmentioning

confidence: 99%

“…The correlation coefficients between the number of correct answers and the probability of having the qualifications of the students can be seen as the convergent validity coefficient (Li et al, 2020). These values were found to be high.…”

mentioning

confidence: 97%

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Monitoring Student Achievement with Cognitive Diagnosis Model

Yakar

Doğan

Dost

et al. 2021

Eğitimde Ve Psikolojide Ölçme Ve Değerlendirme Dergisi

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In this study, it is aimed to show how student achievement can be monitored by using the cognitive diagnosis models. For this purpose, responses of the 6th, 7th, and 8th grade Mathematics subtests of High School Placement Tests (HSPT) in 2009, 2010, and 2011, which provide longitudinal data, were used, respectively. There were 49933 examiners' responses in data sets. The attributes examined by these tests were determined by the Mathematics experts, and the Q matrix consisting of five attributes was developed. As a result of the analysis, it was seen that the largest latent class for all three years consisted of those non-master for any attribute. It was observed that the probability of attribute mastery increased in the 7th grade and decreased in the 8th grade. The high classification accuracy seen as a result of the analysis applied to HSPT, which is not intended for the cognitive diagnosis, shows that the results can be used for monitoring student achievement.

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confidence: 76%

Section: Discussionmentioning

confidence: 99%

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Monitoring Student Achievement with Cognitive Diagnosis Model

Yakar

Doğan

Dost

et al. 2021

Eğitimde Ve Psikolojide Ölçme Ve Değerlendirme Dergisi

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“…Problem-solving was expressed as one of the main processes (NCTM, 2000). Problem-solving requires the use of cognitive processes (Li et al, 2020) and the application of reasoning, communication, connections, representation processes (Charlesworth & Leali, 2012). As a result of a study conducted with young children, it was determined that counting skills are related to mathematical problem solving (Olkun et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

5-6 Yaş Grubu Çocuklarin Sayi Ve Sayma Beceri̇leri̇ İle Problem Çözme Beceri̇leri̇ Arasindaki̇ İli̇şki̇ni̇n İncelenmesi̇

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2021

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Okul öncesi eğitime devam eden çocukların, sayı ve sayma becerileri ile problem çözme becerileri arasındaki ilişkiyi incelemek amacıyla yapılan bu çalışmada, ilişkisel tarama modeli kullanılmıştır. Araştırmaya 112'si kız, 104'ü erkek olmak üzere 5-6 yaş grubunda olan toplam 216 çocuk katılmıştır. Araştırmada veri toplama aracı olarak "Kişisel Bilgi Formu", "Problem Çözme Becerisi Ölçeği" ve "Erken Sayı Testi" kullanılmıştır. Araştırmadan elde edilen sonuçlara göre; problem çözme becerisi ile sayı ve sayma becerisi arasında yüksek düzeyde, pozitif ve anlamlı ilişki olduğu tespit edilmiştir. Bunun yanında yaş değişkeninin hem sayı ve sayma becerisini hem de problem çözme becerisini etkilediği, çocukların yaşı büyüdükçe becerilerinin de geliştiği sonucuna ulaşılmıştır. Cinsiyet ise her iki değişkeni anlamlı olarak etkilememiştir. Ulaşılan sonuçlar ilgili literatür temelinde tartışılmıştır.

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“…Los problemas matemáticos transforman las prácticas pedagógicas, implican un modo de pensar, razonar, explorar y crear, que se utilizan para resolver toda clase de problemas en las ciencias, la investigación científica, el gobierno, la industria y otros campos altamente competitivos (Camero, Martínez & Pérez, 2016;Phonapichat, Wongwanich & Sujiva, 2014). Así mismo, el verdadero sentido de la matemática se da cuando se aplica en contexto para resolver situaciones de la vida diaria que implican para el estudiante el desarrollo de procesos del pensamiento matemático (Sánchez & Fernández, 2003;Li, Zhoua, Huanga, Tuc, Gaod, Yanga & Lia, 2020).…”

Section: Introductionunclassified

Las operaciones básicas y el método heurístico de Pólya como pretexto para fortalecer la competencia matemática resolución de problemas

Gualdrón¹,

PINZON²,

AVILA³

2020

Espacios

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El presente artículo deriva de un trabajo de investigación cuyo propósito fue fortalecer la competencia resolución de problemas en estudiantes de cuarto en una institución educativa haciendo uso en contexto de operaciones matemáticas básicas, el método heurístico de Pólya y la resolución misma de problemas. El enfoque fue cualitativo con un diseño de investigación acción. Las acciones implementadas lograron contextualizar la matemática, motivar a los estudiantes en la búsqueda de estrategias de resolución a los problemas y mejorar su desempeño.

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Assessing kindergarteners’ mathematics problem solving: The development of a cognitive diagnostic test

Cited by 10 publications

References 31 publications

Monitoring Student Achievement with Cognitive Diagnosis Model

Monitoring Student Achievement with Cognitive Diagnosis Model

5-6 Yaş Grubu Çocuklarin Sayi Ve Sayma Beceri̇leri̇ İle Problem Çözme Beceri̇leri̇ Arasindaki̇ İli̇şki̇ni̇n İncelenmesi̇

Las operaciones básicas y el método heurístico de Pólya como pretexto para fortalecer la competencia matemática resolución de problemas

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