Modelling proportional reasoning skills in levels within a digital setting

• Autores: Constanze Schadl, Anke Lindmeier
• Localización: Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education / coord. por Ceneida Fernández Verdú, Salvador Llinares Ciscar, Ángel Gutiérrez Rodríguez, Núria Planas i Raig, Vol. 3, 2022 (Research Reports Ja – Se), ISBN 978-84-1302-177-5, págs. 387-394
• Idioma: español
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• Resumen

  • Proportional reasoning skills are central for fraction learning which, in turn, is an important aim in secondary mathematics education. In an effort to better understand students’ proportional reasoning and its relation to fractions, previous research has used paper-based tests and succeeded in modelling proportional reasoning skills in levels. However, so far these findings cannot be used by teachers because of the high effort involved with paper-based testing. In this report, we explore the applicability of digital methods to address this issue with data from fifth graders (n = 93) in a mode study. Despite of a need to adapt the instrument for the digital assessment, we observe similar levels based in IRT modelling as in the paper-based settings. The findings inform the further development of digital assessments to support fraction learning.