在大学生中缺乏综合数感:理数交叉符号比较比较的证据
Lauren K Schiller1, Roberto A Abreu-Mendoza2, Charles J Fitzsimmons3
1Department of Human Development, Teachers College, Columbia University.
概括
了解学生如何比较不同格式的数字,比如分数与小数,对于数学成功至关重要. 许多本科生在这些交叉标记比较中扎,这影响了他们的数学表现和标准化测试成绩.
科学领域:
- 认知心理学 认知心理学
- 数学教育教育 数学教育
- 教育心理学教育心理学
背景情况:
- 交叉标记大小比较 (例如,2/5与0.25) 显示了数学结果的预测能力.
- 这些关系在成年后的持续以及它们的潜在机制尚未得到充分理解.
研究的目的:
- 调查本科生对等分数,小数和百分比的交叉表示和内表示比较技能.
- 探索比较偏见与高等教育中的数学表现之间的关系.
主要方法:
- 两项涉及220名和183名本科生的研究评估了交叉符号和符号内比较能力.
- 集群分析发现了不同的比较偏差模式,特别是对百分比的偏差.
- 层次线性回归和调解分析检查了对学术成果的比较技能的预测有效性.
主要成果:
- 本科生并不总是认为等效的理数在不同的符号中是相同的.
- 大约25%的本科生表现出偏见,赞成百分比在交叉注释比较中更大.
- 这种偏差与分数估计和算术表现较差以及SAT/ACT分数较低有关.
结论:
- 交叉标记比较准确度显著预测标准化测试成绩,超出标记内准确度.
- 对理数符号的综合理解至关重要,可能无法通过传统的评估来捕获.
- 发展强大的交叉注释比较技能可能会增强对数学问题解决策略的评估.
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