在约旦,对两种数学选工具进行初步验证,以识别3-5年级的天才学生
Bashir Abu-Hamour1, Hanan Al Hmouz2
1College of Humanities and Social Sciences, Zayed University, Abu Dhabi, United Arab Emirates.
Frontiers in psychology
|February 21, 2025
概括
这项研究验证了阿拉伯计算测试和基于数学课程的测量 (M-CBM) 用于识别约旦的数学天才学生. 这些可靠的工具支持对天才学习者的早期识别和包容性教育.
科学领域:
- 教育心理学教育心理学
- 数学教育教育 数学教育
- 有天赋的教育教育.
背景情况:
- 早期识别数学天才学生 (MGS) 是至关重要的,但在约旦和阿拉伯国家有限.
- 在包容性环境中为MGS提供适当的教育服务存在挑战.
- 现有的评估工具需要对阿拉伯语地区的特定环境进行验证.
研究的目的:
- 评估阿拉伯计算测试和基于数学课程的测量 (M-CBM) 的有效性和可靠性.
- 确定这些工具在选和支持包容性教育中MGS的有效性.
- 评估这些工具是否适合在约旦和可能在其他阿拉伯语国家使用.
主要方法:
- 使用阿拉伯计算测试和M-CBM进行定量研究设计.
- 在约旦的三所学校,对78个MGS进行了三年级,四年级和五年级的评估.
- 评估工具的可靠性和有效性,包括分析性能差异和措施间的相关性.
主要成果:
- 阿拉伯计算测试和M-CBM都证明了确定MGS的有效性和可靠性.
- 这些工具有效地区分了三年级,四年级和五年级的学生表现.
- 这两项措施之间的显著相关性证实了它们在识别天才学生方面的共同有效性.
结论:
- 阿拉伯计算测试和M-CBM是识别约旦MGS的有效工具.
- 通过这些工具早期识别可以促进定制指导和丰富.
- 这些经过验证的工具支持包容性教育环境中的天才学生的需求.
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