The Development And Construct Validation Of The Mathematics Proficiency Test For 14-Year-Old Students
Mathematics education of yesterday, where the emphasis of procedural rote learning took centre stage, is no longer viable. Today, students must understand the Mathematics that they are learning; that is, Mathematics involves various components or strands that are interdependent and interwoven. Th...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Sains Malaysia
2011
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| Subjects: | |
| Online Access: | http://eprints.usm.my/34592/1/26.1.2011_33-50.pdf http://eprints.usm.my/34592/ http://apjee.usm.my/APJEE_26.1.2011/26.1.2011_33-50.pdf |
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| Summary: | Mathematics education of yesterday, where the emphasis of procedural rote
learning took centre stage, is no longer viable. Today, students must understand the
Mathematics that they are learning; that is, Mathematics involves various components or
strands that are interdependent and interwoven. The purpose of this study was to assess
three of the strands, namely, conceptual understanding, procedural fluency, and strategic
competence among 14-year-old students. This study also sought empirical evidence
for how the Mathematics profciency construct contributed to each strand. Results
from Rasch Model calibration showed that students were most profcient in conceptual
understanding followed by strategic competence and procedural fluency. Confrmatory
factor analysis confrmed that Mathematics profciency was a signifcant determinant for
each strand. Lastly, this study reported several implications calling for future research |
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