Performance of Sixth Graders in Hong Kong on a Number Sense Three-Tier Test

Autor/inn/en	Cheung, Ka Luen; Yang, Der-Ching
Titel	Performance of Sixth Graders in Hong Kong on a Number Sense Three-Tier Test
Quelle	In: Educational Studies, 46 (2020) 1, S.39-55 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Der-Ching)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2018.1516631
Schlagwörter	Foreign Countries; Elementary School Students; Grade 6; Elementary School Mathematics; Mathematics Achievement; Mathematics Tests; Number Concepts; Accuracy; Misconceptions; Confidence Testing; Scores; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; School year 06; 6. Schuljahr; Schuljahr 06; Elementare Mathematik; Schulmathematik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Number concept; Zahlbegriff; Missverständnis; Hongkong
Abstract	This study examined the performance of sixth graders in Hong Kong on a number sense three-tier test (NSTTT) and identified their possible misconceptions about number sense. The NSTTT comprises a content tier, which assesses the content knowledge of number sense; a reason tier, which assesses the reasons for the first-tier responses; and a confidence tier, which assesses students' confidence in their responses to questions in the first two tiers. The study participants were 942 sixth graders in Hong Kong. The results indicated that the percentage of correct answers (and confidence indices) of the first two tiers (i.e. the content tier and reason tier) of the sixth graders was 53.96% (4.27). In addition, the sixth graders showed the highest performance on "ability to recognise number size" and the lowest on "ability to judge the reasonableness of computational results". Moreover, the results revealed that some students showed a low performance on number sense but demonstrated extremely high confidence levels, indicating that they may have significant misconceptions regarding number sense and may lack of number sense. Furthermore, this paper discusses the educational implications of the findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01