A Complementary Measure of Heterogeneity on Mathematical Skills

Autor/inn/en	Fedriani, Eugenio M.; Moyano, Rafael
Titel	A Complementary Measure of Heterogeneity on Mathematical Skills
Quelle	In: International Journal of Mathematical Education in Science and Technology, 43 (2012) 4, S.483-497 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2011.618847
Schlagwörter	Mathematics Skills; Mathematics Instruction; Teaching Methods; Computer Software; Computation; Foreign Countries; Educational Technology; Secondary School Mathematics; Graphs; Spain + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Unterrichtsmedien; Grafische Darstellung; Spanien
Abstract	Finding educational truths is an inherently multivariate problem. There are many factors affecting each student and their performances. Because of this, both measuring of skills and assessing students are always complex processes. This is a well-known problem, and a number of solutions have been proposed by specialists. One of its ramifications is that the variety of progress levels of students in the Mathematics classroom makes teaching more difficult. We think that a measure of the heterogeneity of the different student groups could be interesting in order to prepare some strategies to deal with these kinds of difficulties. The major aim of this study is to develop new tools, complementary to the statistical ones that are commonly used for these purposes, to study situations related to education (mainly to the detection of levels of mathematical education) in which several variables are involved. These tools are thought to simplify these educational analyses and, through a better comprehension of the topic, to improve our teaching. Several authors in our research group have developed some mathematical, theoretical tools, to deal with multidimensional phenomena, and have applied them to measure poverty and also to other business models. These tools are based on multidigraphs. In this article, we implement these tools using symbolic computational software and apply them to study a specific situation related to mathematical education. (Contains 2 tables, 2 figures, and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10