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Medientyp:
E-Artikel
Titel:
Asymmetry in student achievement on multiple-choice and constructed-response items in reversible mathematics processes
Beteiligte:
Sangwin, Christopher J.;
Jones, Ian
Erschienen:
Springer, 2017
Erschienen in:Educational Studies in Mathematics
Sprache:
Englisch
ISSN:
0013-1954;
1573-0816
Entstehung:
Anmerkungen:
Beschreibung:
<p>In this paper we report the results of an experiment designed to test the hypothesis that when faced with a question involving the inverse direction of a reversible mathematical process, students solve a multiple-choice version by verifying the answers presented to them by the direct method, not by undertaking the actual inverse calculation. Participants responded to an online test containing equivalent multiple-choice and constructed-response items in two reversible algebraic techniques: factor/expand and solve/verify. The findings supported this hypothesis: Overall scores were higher in the multiple-choice condition compared to the constructed-response condition, but this advantage was significantly greater for items concerning the inverse direction of reversible processes compared to those involving direct processes.</p>