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Saba Gerami; Eric Khiu; Vilma Mesa; Thomas Judson – Educational Studies in Mathematics, 2024
Using Balacheff's (2013) model of conceptions, we inferred potential conceptions in three examples presented in the spanning sets section of an interactive linear algebra textbook. An analysis of student responses to two similar reading questions revealed additional strategies that students used to decide whether a vector was in the spanning set…
Descriptors: Foreign Countries, Mathematical Concepts, Algebra, Textbooks
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Chvál, Martin; Vondrová, Nada; Novotná, Jarmila – Educational Studies in Mathematics, 2021
The goal of this study is to show a novel way of using large-scale data (N = 6203) to identify pupils' strategies when solving missing value number equations. It is based on the assumption that wrong numerical results appearing more frequently than would be the case if they were consequences of random guessing can be expected to be underlain by a…
Descriptors: Learning Strategies, Problem Solving, Equations (Mathematics), Error Patterns
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Drijvers, Paul; Kodde-Buitenhuis, Hanneke; Doorman, Michiel – Educational Studies in Mathematics, 2019
Assessment is a crucial factor in the implementation of curriculum reform. Little is known, however, on how curriculum changes can be reflected adequately in assessment, particularly if the reform concerns process skills. This issue was investigated for the case of assessing mathematical thinking in a mathematics curriculum reform for…
Descriptors: Foreign Countries, Mathematical Logic, Cognitive Processes, Thinking Skills
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van Lieshout, Ernest C. D. M.; Xenidou-Dervou, Iro – Educational Studies in Mathematics, 2018
At the start of mathematics education children are often presented with addition and subtraction problems in the form of pictures. They are asked to solve the problems by filling in corresponding number sentences. One type of problem concerns the representation of an increase or a decrease in a depicted amount. A decrease is, however, more…
Descriptors: Mathematics Instruction, Cognitive Processes, Difficulty Level, Addition
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Sangwin, Christopher J.; Jones, Ian – Educational Studies in Mathematics, 2017
In this paper we report the results of an experiment designed to test the hypothesis that when faced with a question involving the inverse direction of a reversible mathematical process, students solve a multiple-choice version by verifying the answers presented to them by the direct method, not by undertaking the actual inverse calculation.…
Descriptors: Mathematics Achievement, Mathematics Tests, Multiple Choice Tests, Computer Assisted Testing
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Jones, Ian; Inglis, Matthew – Educational Studies in Mathematics, 2015
School mathematics examination papers are typically dominated by short, structured items that fail to assess sustained reasoning or problem solving. A contributory factor to this situation is the need for student work to be marked reliably by a large number of markers of varied experience and competence. We report a study that tested an…
Descriptors: Problem Solving, Mathematics Instruction, Mathematics Tests, Test Items
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Dogan, Enis; Tatsuoka, Kikumi – Educational Studies in Mathematics, 2008
This study illustrates how a diagnostic testing model can be used to make detailed comparisons between student populations participating in international assessments. The performance of Turkish students on the TIMSS-R mathematics test was reanalyzed with a diagnostic testing model called the Rule Space Model. First, mathematical and cognitive…
Descriptors: Mathematics Tests, Diagnostic Tests, Pattern Recognition, Probability
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Irwin, Kathryn C.; Britt, Murray S. – Educational Studies in Mathematics, 2005
The New Zealand Ministry of Education has introduced a Numeracy Project for students aged 5-14 years in selected schools. The project encourages the adoption of flexible strategies for solving numerical problems, and discourages reliance on standard computational algorithms. One potential benefit of the project is that the methods students acquire…
Descriptors: Foreign Countries, Numeracy, Algebra, Mathematics Education
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Van Dooren, Wim; De Bock, Dirk; Weyers, Dave; Verschaffel, Lieven – Educational Studies in Mathematics, 2004
In the international community of mathematics and science educators the intuitive rules theory developed by the Israeli researchers Tirosh and Stavy receives much attention. According to this theory, students' responses to a variety of mathematical and scientific tasks can be explained in terms of their application of some common intuitive rules.…
Descriptors: Intuition, Misconceptions, Mathematical Concepts, Mathematics Tests
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Levain, Jean-Pierre – Educational Studies in Mathematics, 1992
Discusses how students at the end of the French primary school-cycle (10- to 11-year-old pupils) resolve multiplication and related division problems within an assessment perspective taking into account the 3 factors of the problem's representational structure, the numerical values used, and the context of the problem statement. (25 references)…
Descriptors: Arithmetic, Context Effect, Division, Elementary Education