Learning Mathematics Problem Solving through Test Practice: A Randomized Field Experiment on a Global Scale

Autor/inn/en	Avvisati, Francesco; Borgonovi, Francesca
Titel	Learning Mathematics Problem Solving through Test Practice: A Randomized Field Experiment on a Global Scale
Quelle	In: Educational Psychology Review, 32 (2020) 3, S.791-814 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Borgonovi, Francesca)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-020-09520-6
Schlagwörter	Problem Solving; Mathematics Instruction; Testing; Teaching Methods; Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Thinking Skills; Gender Differences; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Problemlösen; Mathematics lessons; Mathematikunterricht; Testdurchführung; Testen; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Sekundarschüler; Denkfähigkeit; Geschlechterkonflikt
Abstract	We measure the effect of a single test practice on 15-year-old students' ability to solve mathematics problems using large, representative samples of the schooled population in 32 countries. We exploit three unique features of the 2012 administration of the Programme for International Student Assessment (PISA), a large-scale, low-stakes international assessment. During the 2012 PISA administration, participating students were asked to sit two separate tests consisting of problem-solving tasks. Both tests included questions that covered the same internationally recognized and validated framework for mathematics assessment. Students were randomly assigned in the first, 2-h-long test to one of three test versions containing varying amounts of mathematics, reading, and science problems. We found that the amount of mathematics problems in the first test had a small positive effect on mean mathematics performance on the second test, but no effect on general reasoning and problem-solving ability. Subject-specific effects of test practice on subsequent test performance were found over both short lags (same day) and medium lags (1-7 days). The learning gains ascribed to mathematics problem-solving practice were larger for boys than for girls. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01