{"title":"Measuring Mathematical Thinking Skills: Framework and Test Development for Secondary School Students","authors":"Amir Zaman, Riaz Ahmad, A. Ghaffar, M. Hussain","doi":"10.1080/18146627.2021.1961088","DOIUrl":null,"url":null,"abstract":"Abstract The study aimed to develop and validate a test for the measurement of mathematical thinking of secondary-level students. The first-stage aspects of mathematical thinking were explored for a consolidated model in line with the curriculum of secondary-level education in Pakistan. Thirty-six items were developed and piloted in three schools. Factor analysis was applied to ensure the construct validity of the instrument. The analysis shows that each item was significantly loaded in its corresponding construct with a little deviation shown by two of the 36 items. The data show that this deviation was caused by the overlapping nature of the content and construct.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"17 1","pages":"16 - 26"},"PeriodicalIF":0.2000,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Africa Education Review","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/18146627.2021.1961088","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Abstract The study aimed to develop and validate a test for the measurement of mathematical thinking of secondary-level students. The first-stage aspects of mathematical thinking were explored for a consolidated model in line with the curriculum of secondary-level education in Pakistan. Thirty-six items were developed and piloted in three schools. Factor analysis was applied to ensure the construct validity of the instrument. The analysis shows that each item was significantly loaded in its corresponding construct with a little deviation shown by two of the 36 items. The data show that this deviation was caused by the overlapping nature of the content and construct.
期刊介绍：
Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues. It encourages debate on theory, policy and practice on a wide range of topics that represent a variety of disciplines, interdisciplinary, cross-disciplinary and transdisciplinary interests on international and global scale. The journal therefore welcomes contributions from associated disciplines including sociology, psychology and economics. Africa Education Review is interested in stimulating scholarly and intellectual debate on education in general, and higher education in particular on a global arena. What is of particular interest to the journal are manuscripts that seek to contribute to the challenges and issues facing primary and secondary in general, and higher education on the African continent and in the global contexts in particular. The journal welcomes contributions based on sound theoretical framework relating to policy issues and practice on the various aspects of higher education.
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