Psychometric Properties of the WRAT Math Computation Subtest in Mexican Adolescents

Abstract

The goal of this study was to provide normative scores and examine the psychometric properties of the Math Computation subtest of the Wide Range Achievement Test–IV (WRAT-IV) for Mexican adolescents after the completion of junior high school. We group-administered this subtest to 1,318 first-year Mexican high school students. We then obtained its overall internal reliability and examined its underlying factor structure. Finally, we determined its concurrent and criterion validity by evaluating a subsample of 106 students that included adolescents with mathematical difficulty, mathematical talent, and typical performance. Results showed that the subtest has a good internal reliability and appropriate psychometric characteristics, suggesting its appropriateness for the detection of adolescents with particular difficulty or ability in mathematics. The exploratory factor analysis identified three factors: arithmetic, fractions and basic algebra, and rational numbers. There were also sex differences in the number of correct responses, but the effect size was small.

The contributions of executive functions to mathematical learning difficulties and mathematical talent during adolescence

“…For the MLD group, the criteria included: (a) a score at least 1.5 SD below the mean for Mexican first-year high school students [10] on the WRAT Math Computation subtest, and (b) a score below the 10th percentile on the ENI Written Math subtest. For the TP group, the criteria included (a) a score within the range of ± 1 SD of the Mexican standard mean on the WRAT Math Computation subtest, and (b) a score above the 10th percentile on the ENI Written Math subtest.…”

“…Fig 2 summarizes performance of each group for the standardized subtests. To further describe their math abilities, Table 1 shows the mean correct responses of each group on the WRAT Math Computation subtest and the mean proportion of correct responses for each of the three factors of this subtest described in Abreu-Mendoza et al [10]. Across these factors, the largest significant difference between the MLD and TP groups was in the Arithmetic factor, while the largest difference between the MT and the TP groups was in the Rational Numbers factor.…”

“…By the end of middle school, adolescents in Mexico should have developed a solid knowledge of the arithmetic of natural and rational numbers and should have started to develop their understanding of basic concepts of algebra and statistics [9]. However, first-year high school students still appear to lag behind these expectations [10,11]. Recently, Abreu-Mendoza, Chamorro, and Matute [10] reported that first-year Mexican high school students still have difficulties in solving arithmetic problems that involve fractions and decimals.…”

“…However, first-year high school students still appear to lag behind these expectations [10,11]. Recently, Abreu-Mendoza, Chamorro, and Matute [10] reported that first-year Mexican high school students still have difficulties in solving arithmetic problems that involve fractions and decimals. Using a large sample ( N = 1236), they performed an exploratory factor analysis on the 40 items of the Math Computation subtest of the Wide Range Achievement Test-4 (WRAT-4) [12].…”

The Neural Correlates of the Core Number Systems Contribute to Mathematical Ability in Adolescence

“…Mathematical achievement levels were determined both by group (WRAT Math Computation) and individually administered (ENI Written Math) subtests. Those with mathematical learning difficulties (MLD) (n = 14) were defined as having a score at least 1.5 SD below the mean on the WRAT Math Computation subtest, according to the norms for first-year Mexican high school students (Abreu-Mendoza, Chamorro, & Matute, 2019) and a score below the 10th percentile on the ENI Written Math subtest (Matute et al, 2007). Typical performance (TP) (n = 19) was considered to be a score within the range of ± 1.5 SD on the WRAT Math computation subtest and a score above the 10th percentile on the ENI Written Math subtest.…”