心理学
考试(生物学)
标准化测试
多项选择
成就测验
作者
Der-Ching Yang,Yung-Chi Lin
标识
DOI:10.1080/00131881.2015.1085235
摘要
Background: Number sense is a key topic in mathematics education, and the identification of children’s misconceptions about number is, therefore, important. Information about students’ serious misconceptions can be quite significant for teachers, allowing them to change their teaching plans to help children overcome these misconceptions. In science education, interest in children’s alternative conceptions has led to the development of three- and four-tier tests that not only assess children’s understandings and misconceptions, but also examine children’s confidence in their responses. However, there are few such tests related to mathematical content, especially in studies of number sense.Purpose: The purpose of this study was to investigate children’s performance and misconceptions with respect to number sense via a four-tier diagnostic test (Answer Tier → Confidence rating for Answer Tier → Reason Tier → Confidence rating for Reason Tier).Design and method: A total of 195 fifth graders (10–11 years old) ...
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