A Brief Measure of Mathematics Symbols: Performance at Grades 1, 3, and 5

Autor/inn/en	Powell, Sarah R.; Fluhler, Sally K.
Titel	A Brief Measure of Mathematics Symbols: Performance at Grades 1, 3, and 5
Quelle	In: Assessment for Effective Intervention, 45 (2020) 4, S.266-276 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Powell, Sarah R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508418809884
Schlagwörter	Symbols (Mathematics); Elementary School Mathematics; Mathematics Achievement; Grade 1; Grade 3; Grade 5; Student Evaluation; Knowledge Level; Computation; Test Reliability; Achievement Tests; Age Differences; Predictor Variables; Wide Range Achievement Test + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Schulnote; Studentische Bewertung; Wissensbasis; Testreliabilität; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Age; Difference; Age difference; Altersunterschied; Prädiktor
Abstract	To understand mathematics, children must interpret mathematics symbols. In this study, we designed a brief assessment of mathematics symbols for children in the elementary grades. For each of 23 symbols, children identified the symbol, provided the meaning of the symbol, and used the symbol. We assessed 297 children in Grades 1, 3, and 5. Internal consistency reliability was established across grade levels. Results indicated the overall symbol knowledge of children increased across grade levels, and children demonstrated higher scores on questions related to the identification and use of the symbol rather than explaining the meaning of the symbol. Across grades, symbol knowledge was a significant predictor of mathematics computation, although the variance accounted for was greatest in first grade and least in fifth grade. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01