Literaturnachweis - Detailanzeige
Autor/inn/en | Pournara, Craig; Sanders, Yvonne |
---|---|
Titel | What Can a Response Pattern Analysis Reveal about Learners' Performance on Arithmetic Equivalences and Algebraic Equations? |
Quelle | In: Africa Education Review, 17 (2020) 5, S.19-38 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Pournara, Craig) ORCID (Sanders, Yvonne) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1814-6627 |
DOI | 10.1080/18146627.2020.1756862 |
Schlagwörter | Foreign Countries; Arithmetic; Algebra; Equations (Mathematics); Student Reaction; Grade 10; Symbols (Mathematics); Mathematics Achievement; Mathematical Concepts; Test Items; Cognitive Processes; Difficulty Level; Secondary School Students; South Africa (Johannesburg) Ausland; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Equations; Mathematics; Gleichungslehre; Schülerkritik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Test content; Testaufgabe; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Sekundarschüler |
Abstract | The transition from arithmetic to algebra is a well-known difficulty in school mathematics. In order to succeed, learners require inter alia a better understanding of algebraic symbols, equality, equations and working with negatives/subtraction. This article reports on a response pattern analysis (RPA) of learners' responses to six test items involving arithmetic equivalences and algebraic equations. The participants were 106 Grade 10 learners from two township schools in Johannesburg, South Africa. The key finding was that success in solving linear equations does not imply success in solving arithmetic equivalences, and vice versa. Methodologically, the study showed that an RPA is an accessible, simple and time-efficient means of conducting initial analyses of larger data sets that is well suited to studies conducted by novice researchers. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |