Learning from NAEP Released Items: U.S. Elementary Students' Grasp of Multiplicative Relationships [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (40th, Greenville, SC, Nov 15-18, 2018).

Autor/in	Smith, John P., III
Titel	Learning from NAEP Released Items: U.S. Elementary Students' Grasp of Multiplicative Relationships [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (40th, Greenville, SC, Nov 15-18, 2018).
Quelle	(2018), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	National Competency Tests; Mathematics Tests; Mathematics Skills; Elementary School Mathematics; Elementary School Students; Grade 4; Multiplication; Number Concepts; Difficulty Level; Addition; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Elementare Mathematik; Schulmathematik; School year 04; 4. Schuljahr; Schuljahr 04; Multiplikation; Number concept; Zahlbegriff; Schwierigkeitsgrad
Abstract	Curricular analysis indicates that the U.S. students are introduced to multiplication in additive terms (as the replication of equal groups and repeated addition). But the virtue of this introduction for supporting students' understanding of the full range of multiplicative relationships is unclear. This paper reports an analysis of all grade 4 released NAEP items that expressed a multiplicative relationship, focusing on the range of relationship types, related quantities, and item difficulty. Results show that multiplicative items (1) frequently presented discrete quantities and equal group situations, (2) were easier when they involved discrete versus continuous quantities, and (3) within discrete items, equal groups and array items were easier than other types. These results provide measured support for the conjecture the additive introduction to multiplication may limit the development of elementary students' understandings. [For the complete proceedings, see ED606531.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01