Mohammad Mehdi Dorri; Abolfazl Rafiepour
Abstract
A big source of Rational number misconception is the "natural number bias". This term refers to the Interference of natural number knowledge in rational numbers. The research literature points at three main aspects where natural number knowledge are inappropriately Interfered in rational numbers tasks: ...
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A big source of Rational number misconception is the "natural number bias". This term refers to the Interference of natural number knowledge in rational numbers. The research literature points at three main aspects where natural number knowledge are inappropriately Interfered in rational numbers tasks: "density", "operations", and "size". The overall goal of this study was to assess the psychometric properties items of "natural number bias test". To achieve this goal, a comprehensive test was constructed to test 7 and 9 graders’ natural number bias. This test had 62 tasks which administered on 181 secondary school students at Kerman in a pencil-and-paper form. After of pilot administration of test, data was collected and were analyzed by item response theory modeling. Data analyzing by R software has shown acceptably fitting whit dichotomous rash model. After removing 7 Item, the test had high diagnostic value in its purpose. Results showed that a natural number bias could be found on secondary student in all three aspects. The most difficulty was for "density" items and least difficult was for "size" items. "operations" items were scattered across the Rash scale. Most students were in the top questions test scale. Researchers can choose Items for participants based on their ability.
Abolfazl Rafiepour
Abstract
Background: Researches has shown that the addition of intelligence, other variables such as student’s beliefs about mathematics effect on their academic performance and progress. Therefore, investigate of the psychometric characteristics of commonly tools such as mathematical beliefs scale is important. ...
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Background: Researches has shown that the addition of intelligence, other variables such as student’s beliefs about mathematics effect on their academic performance and progress. Therefore, investigate of the psychometric characteristics of commonly tools such as mathematical beliefs scale is important. Purpose: The purpose of this study was to investigate the effectiveness of native version of the mathematical beliefs scale (Ladder and Helen, 2002) for use in the Iranian educational culture, that scale is a part of the questionnaire Sherman & Fennema Mathematics Attitudes (1976). Method: the sample of the study was 250 students from junior high school math students that selected based on cluster sampling and responds to mathematical beliefs scale. Results: Factor analysis using principal component confirmed there are three factors to measure beliefs about Education mathematics which explained the first 20/17, the second 10/97, and the third 7/93 of the total variance. For the convergent validity of the scale, we use relationship between the mathematical beliefs Scale and mathematics scale of students in final exam at school. A result showed that the correlation between the scale and test is 72/0 that significant is in level p< 0/001. So, reliability of mathematical beliefs Scale with Coefficient Alpha, 0/83, which is acceptable and satisfactory. Conclusions: The results of the psychometric mathematical beliefs Scale showed the scale should be able to measuring mathematical beliefs of high school students in mathematics and it can be used in future mathematics education research.
