Diagnosing Students’ Misconceptions in Number Sense via a Web-Based Two-Tier Test

Lin, Yung-Chi; Yang, Der‐Ching; Li, Mao-Neng

doi:10.12973/eurasia.2016.1420a

Cited by 11 publications

(11 citation statements)

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“…The findings of studies by Lin, Yang, and Li (2016) and Yang and Li (2017) showed that many sample students performed poorly on number sense, but with extremely high confidence indicating that many students have significant misconceptions and some students may lack number sense. This study also confirmed that a third-tier (with confidence rating) number sense test can be used to mitigate the weakness of a two-tier test.…”

Section: Number Sense Three-tier Test Related Studiesmentioning

confidence: 99%

“…Many studies highlighted that number sense (NS) should play an important role in school mathematics teaching and learning internationally (Berch, 2005;Dunphy, 2007;Griffin, 2004;Jordan, Glutting, Ramineni, & Watkin, 2010;Lin, Yang, & Li, 2016;McIntosh, Reys, & Reys, 1992; National Council of Teachers of Mathematics [NCTM], 2000;Sowder, 1992;Yang & Li, 2013). In addition, number sense also plays a key role in our daily life (Dehaene, 1997;Yang, & Wu, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Examining the Differences of Hong Kong and Taiwan Students’ Performance on the Number Sense Three-tier Test

Cheung

Yang

2018

EURASIA J MATH SCI T

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Assessing elementary students' performance on number sense provides early predictors and support for interventions in teaching and learning number sense before children fall seriously behind in school. There is no study that concerns the differences between Hong Kong and Taiwan students' performance on the number sense threetier test. The purposes of this study were to examine the differences of Hong Kong and Taiwan students' performance on the number sense three-tier test and the possible misconceptions. A total of 125 fifth graders, 942 sixth graders from Hong Kong, and 819 fifth graders from Taiwan participated in this study. Results show that there are significant differences on the performance of first two-tier test and confidence between the fifth graders of HK and Taiwan, sixth graders of HK and fifth graders of Taiwan, respectively. Strong misconceptions and key differences among the HK fifth graders, HK sixth graders, and Taiwan fifth graders were found and discussed.

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Section: Number Sense Three-tier Test Related Studiesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Examining the Differences of Hong Kong and Taiwan Students’ Performance on the Number Sense Three-tier Test

Cheung

Yang

2018

EURASIA J MATH SCI T

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“…Studies on number sense have been performed with pre-school students (Aunio et al, 2004(Aunio et al, , 2006Howell & Kemp, 2010;Jordan et al, 2007Jordan et al, , 2010, primary school students from Grade 1 to Grade 4 (Çekirdekci et al, 2016;Mohamed & Johnny, 2010;Olkun et al, 2015;Zanzali & Ghazali, 2002), and elementary school students from Grade 5 to Grade 8 (Akkaya, 2016;Harç, 2010;İymen & Duatepe Paksu, 2015;Kayhan Altay, 2010;Kayhan Altay & Umay, 2013;Lin et al, 2016;Şengül & Gülbağcı Dede, 2013;Torbeyns & Verschaffel, 2016;Yapıcı, 2013), and preservice teachers (Gülbağcı Dede, 2015;Şengül, 2013;Şenol et al, 2015;Yaman,2015aYaman, , 2015b. Among these studies, there are limited number of research works about measuring number sense skills and test development, especially in primary schools.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Monitoring proficiency: Growth of number sense in primary school

Gökçe

Güner

Baştuğ

2022

Psychology in the Schools

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The purpose of this study is to develop tests for monitoring the number sense skills of primary school students based on proficiency definitions and to compare their number sense skills according to gender, school type, and mother's educational level. The first stage addressed to test development in which anchor items were used for vertical equating of number sense tests across grade levels. In the second stage, the number sense skills were compared in terms of student characteristics. The participants were 2034 primary school students. Reliable and valid number Practitioner points• Number sense is an essential component of mathematical understanding.

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“…In this physics lesson, students must be more active in seeking, investigating, and developing to gain more meaningful and indepth mastery of concepts (Astra et al, 2020;Rahayu et al, 2019;Widyaningsih et al, 2020). In learning physics, you do not only remember what you have learned, but you also have to have the right concept (Dewi et al, 2021;Didik & Aulia, 2019;Lin, 2016;Meilani, 2016). Conceptions held by students are Fauziah Yolviansyah / The Relationship of Critical Thinking Skills and Misconceptions on Science Learning difficult to change because these conceptions have deviated from the conceptions put forward by experts (Halim et al, 2019;Kaltakci-Gurel et al, 2017;Triman et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

The Relationship of Critical Thinking Skills and Misconceptions on Science Learning

Yolviansyah

Siregar

Maison

2022

TSCJ

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One of the abilities needed in learning is critical thinking skills. Critical thinking skills are skills that can analyze and evaluate information. Critical thinking skills can relate to the occurrence of misconceptions. This relationship can be positive or negative for students. The research objective is to analyze the relationship between critical thinking skills and misconceptions using a five-tier instrument. The method used in this research is correlational. The sampling technique used simple random sampling, taking 25% of the population of 80 students. The data collection instrument used a questionnaire on critical thinking skills and a misconception test sheet. The descriptive results of misconceptions are 6.00, meaning that misconceptions are categorized as moderate. The descriptive results of critical thinking skills show that the mean of critical thinking skills is 68.50, meaning that critical thinking skills are considered good. Then from the correlation results, there is a significant relationship between the two variables. It means that there is a relationship between critical thinking skills and misconceptions. When misconceptions are high, students' critical thinking skills will be low. Conversely, if the misconceptions experienced by students are low, the critical thinking skills possessed by students are high.

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Diagnosing Students’ Misconceptions in Number Sense via a Web-Based Two-Tier Test

Cited by 11 publications

References 22 publications

Examining the Differences of Hong Kong and Taiwan Students’ Performance on the Number Sense Three-tier Test

Examining the Differences of Hong Kong and Taiwan Students’ Performance on the Number Sense Three-tier Test

Monitoring proficiency: Growth of number sense in primary school

The Relationship of Critical Thinking Skills and Misconceptions on Science Learning

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