Characterizing Mature Number Sense and Its Association to Other Constructs in Middle School Students

Autor/in	Kirkland, Patrick K.
Titel	Characterizing Mature Number Sense and Its Association to Other Constructs in Middle School Students
Quelle	(2022), (159 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Notre Dame
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-2314-1
Schlagwörter	Hochschulschrift; Dissertation; Numeracy; Mathematics Instruction; Mathematics Curriculum; Educational Change; Common Core State Standards; Problem Solving; National Standards; Mathematics Achievement; Middle School Students; Correlation; Grade 6; Grade 7; Grade 8; Scores; Mathematics Tests; Mathematics Skills + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Rechenkompetenz; Mathematics lessons; Mathematikunterricht; Bildungsreform; Common core curriculum; Curriculum; Kerncurriculum; Problemlösen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Korrelation; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Mathematics ability
Abstract	Improving children's "number sense" has been a core component of recent mathematics curricular and instructional reforms (CCSS, 2010; NCTM, 2000, 2014) in the United States. Students with mature number sense make sense of numbers and operations, use reasoning to notice patterns, and flexibly select the most effective and efficient problem-solving strategies (McIntosh et al., 1997; Reys et al., 1999; Yang, 2005). Despite being highlighted in national standards and policy documents, there is no systematic evidence on the state of US students' mature number sense. Moreover, there is little evidence demonstrating that mature number sense is even a measurably distinct characteristic of mathematical cognition or that it is important for students' grade-level mathematics achievement. One reason for slow progress is that the field currently lacks a rigorously validated measure of mature number sense that is both widely accepted and practical to use in classroom settings. In this project, we aimed to address this issue and advance fundamental knowledge of mature number sense as a construct. Building off of initial work (Kirkland et al., 2020) to rigorously develop a practical measure of mature number sense with valid and reliable scores (AERA, APA, NCME, 2014), we first gathered additional convergent evidence of validity for our measure with students in grades 6-8. We compared middle school students' (N = 40) scores on our measure with an established, though time-intensive, measure (Yang, 2019) and their strategy use during an in-depth interview of student thinking. We found scores on all three measures of mature number sense to be strongly related (r > 0.7). Then, using our developed measure, we analyzed 129 middle school students' scores on our brief assessment of mature number sense and measures of several related constructs, including grade-level mathematics achievement and rational number knowledge. Through a series of analyses, we found evidence that mature number sense is measurably distinct from students' rational number knowledge and is uniquely associated with their grade-level mathematics achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01