Two Cognitive Diagnosis Models to Classifiy Pupils’ Algebraic Skills in Lower Secondary Schools
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Authors
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Publication date
2017
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Type
04B - Conference paper
Editors
Kaur, Berinderjeet
Ho, Weng Kin
Toh, Tin Lam
Choy, Ban Heng
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Parent work
Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education
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Volume
2
Issue / Number
Pages / Duration
345-352
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PME
Place of publication / Event location
Singapur
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Abstract
Cognitive diagnosis models (CDMs) are a relatively new technique to analyse pupils’ competencies. Two CDMs are presented to describe pupils’ algebraic skills: a stage model to locate a pupil’s skill profile on the steps from proto-algebraic thinking to formal algebra and a model to distinguish the use of different aspects of variables. The results are from a representative study with 636 participants in grade 8 and 9, indicating that both CDMs are empirically applicable and leading to some substantial results: Practically no gender differences are detectible; only 63.7% of the pupils reach the formal level of algebra; the learning effects are mainly located in syntactical skills; learning effects related to other aspects of variables (like inserting values or references to objects and real-world situations) remain in the background.
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ISBN
978-981-11-3742-6
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Language
English
Created during FHNW affiliation
Yes
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Published
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Peer review of the complete publication
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Citation
Girnat, B. (2017). Two Cognitive Diagnosis Models to Classifiy Pupils’ Algebraic Skills in Lower Secondary Schools. In B. Kaur, W. K. Ho, T. L. Toh, & B. H. Choy (Eds.), Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 345–352). PME. http://hdl.handle.net/11654/25408