Font Size: a A A

Research On Mathematics Understanding Of The 8~th Grade Students Based On The IRT

Posted on:2012-02-15Degree:MasterType:Thesis
Country:ChinaCandidate:L DingFull Text:PDF
GTID:2217330368495880Subject:Curriculum and pedagogy
Abstract/Summary:PDF Full Text Request
Great attention on the skill of comprehension is required in our mathematical teaching. We should provide enough opportunities to students, in order to strengthen their various levels of comprehension. The skill of comprehension occupies the hard core position in our mathematical teaching. The understanding of mathematical concepts and theorems had always been our instructional objectives. The understanding of mathematics has become the core issue after "problem solving" in the educational circles all over the world, and it has become the hotspot in education research and practice. More and more attention has paid to the comprehension in our country's class teaching .The program objective of the"The course standard of mathematics in high school"indicates that students should understand the essence of basic mathematical concepts and conclusions. The understanding of mathematics is an important aspect in evaluating the students'mathematical learning levels, and moreover, only when teachers and experts know the students'true levels of the mathematics understanding, they can frame the best teaching goal and teaching step for our students. Therefore, the measurement of students'mathematical understanding is critical. This paper aimed at using the Item Response Theory to establish a measuring scale to measure the students'mathematical understanding at Grade eight.The key steps of the research are as follows: First of all, draw up the research idea and frame the research framework by collecting and reading the literature. Secondly, complete the measuring scale by interviewing the experts and experienced teachers. Then, do the trial test and interview the test objects to modify the measuring scale. After that, test 788 students from five middle schools in Tianjin and collect the test data. Finally, statistical analysis of the data, including: use the Exploratory Factor Analysis to verify the assumption of unidimensional. Do testing the goodness of fittest of the model--data by Young Statistics. Estimated the item parameter by EM algorithm, and then sift the items. Confirm the inaccuracy of the measurement, assess the quality of items and test by using information function. The validity evidence based on the internal structure is given by confirmatory factor analysis.Main results: This paper fabricated a measuring scale constituting by 23 items to test the students'mathematical understanding at Grade eight and it is excellent in performances. The results meet the assumption of unidimensional. The data fits three-parameter logistic model. The item parameter meet the tolerance of 0.5 < a< 3,c < 0.25. The maximum amount of information is 18.6291. The error of the measurement is 0.23. The amount of information is more than 18 on the capacity interval of [-1.79,-1.35], and the measuring scale has a high precision.
Keywords/Search Tags:mathematical understanding, Item Response Theory, Three-parameter logistic model, Test Information Function
PDF Full Text Request
Related items