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Moskal, Barbara M.; Magone, Maria E.

doi:10.1023/a:1011983602860

Cited by 24 publications

(2 citation statements)

References 21 publications

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“…The scoring process involves assessing students' feedback, scoring each element or attribute evaluated, and then summing, averaging, or proportionally weighs the scores in various dimensions to get the overall score. In other words, the assessor assigns a score to each element and combines these scores to form an overall score [15], [18], [22]. Analytical scoring benefits more in giving more detailed diagnostic information on students' strengths and weaknesses in different areas of expertise [19], [20].…”

Section: Table 1 Personal Characteristics Of Teachersmentioning

confidence: 99%

Assessing Malaysian Pre-University Students’ Visual Literacy Skills Using Rubric Based On Objective Questions Constructed

Zuraida,

Mohamed

2024

ITM Web Conf.

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This paper discusses the mathematical visual literacy skills among pre-university students in Malaysia. Students’ were tested on a set of mathematical visual literacy skills based on Avgerinou’s Visual Literacy Index. Before conducting the main study, researchers designed a proper scoring rubric to guide scoring students’ performance. An analytical scoring rubric was used and its suitability was defined throughout theprocess. It was found that students performed poorly in mathematical visual literacy skills when the set instrument has given was in structure format but showed some improvements when the questions were changed to objective format.

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Section: Table 1 Personal Characteristics Of Teachersmentioning

confidence: 99%

Assessing Malaysian Pre-University Students’ Visual Literacy Skills Using Rubric Based On Objective Questions Constructed

Zuraida,

Mohamed

2024

ITM Web Conf.

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“…For example, they continue to manage the fraction p/q as two independent natural numbers p and q (Siegler & Pyke, 2013) or incline to the additive rather than the multiplicative expression of the relationship between p and q, i.e., they perceive 2/5 as 1/5 + 1/5 rather than 2 • 1 5 (Stafylidou & Vosniadou, 2004). They also consider that the more decimal digits a decimal number has, the larger it is (Moskal & Magone, 2000;Roell et al, 2017) and that a fraction increases when its terms increase (Chinnappan & Forrester, 2014;van Hoof et al, 2013). Roell et al (2019) claim that the whole number bias is at the root of errors in decimal magnitude comparison tasks.…”

Section: Literature Reviewmentioning

confidence: 99%

Mathematics students’ conceptions and reactions to questions concerning the nature of rational and irrational numbers

Rizos¹,

Αδάμ²

2022

INT ELECT J MATH ED

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In this paper, we present parts of an online qualitative research project which lasted a whole semester about the understanding of real numbers by sixty first-year Greek mathematics undergraduate students during the COVID-19 pandemic. We focus on the distinction between rational and irrational numbers and their location on the number line using straightedge and compass. The results, came of questionnaires, focused interviews and tasks, disclosed some gaps regarding real numbers that the students had from school and revealed confusion between irrational numbers and their decimal approximation. The results also led us to group students' conceptions of rational and irrational numbers into five categories related to the number and pattern of decimal digits. Teaching practices and perspectives as well as the, negative, impact of the pandemic on teaching and learning mathematics are discussed.

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Effect of an Intervention on Conceptual Change of Decimals in Chinese Elementary Students: A Problem-Based Learning Approach

Liu

Ding

Zong

et al. 2015

Large-Scale Studies in Mathematics Education

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In this chapter, we described a study that compared a problem-based learning (PBL) approach to a traditional approach for teaching decimal concepts to 76 Chinese fi fth graders. This chapter started with a review of literature regarding conceptual change, challenges in teaching decimals to elementary students, the PBL in relation to selfeffi cacy, and the rationales for conducting the present study. Then, we elaborated the PBL approach as an intervention approach in an independent sample of fi fth graders. Finally, we discussed implication of PBL in educational settings.Decimal fraction learning is considered one of the cornerstones of mathematics education internationally (Stacey et al., 2001 ). In the United States, formal instruction of decimal fractions begins in fourth grade and continues throughout all secondary grade levels (National Council of Teachers of Mathematics (NCTM), 2000 ). The NCTM Standards require third to fi fth graders to be able to understand and convert fractions, decimals and percentages. And students older than sixth graders should fl exibly solve problems involving fractions, decimals and percentages. In China, decimals and fractions are also introduced to students at the elementary level beginning in fourth grade (Zong, 2006 ).

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Cited by 24 publications

References 21 publications

Assessing Malaysian Pre-University Students’ Visual Literacy Skills Using Rubric Based On Objective Questions Constructed

Assessing Malaysian Pre-University Students’ Visual Literacy Skills Using Rubric Based On Objective Questions Constructed

Mathematics students’ conceptions and reactions to questions concerning the nature of rational and irrational numbers

Effect of an Intervention on Conceptual Change of Decimals in Chinese Elementary Students: A Problem-Based Learning Approach

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