The Thinking-about-Derivative Test for Undergraduate Students: Development and Validation

Autor/inn/en	Aydin, Utkun; Ubuz, Behiye
Titel	The Thinking-about-Derivative Test for Undergraduate Students: Development and Validation
Quelle	In: International Journal of Science and Mathematics Education, 13 (2015) 6, S.1279-1303 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-014-9545-x
Schlagwörter	Undergraduate Students; Mathematics Education; Mathematical Concepts; Knowledge Level; Multiple Choice Tests; Test Validity; Test Construction; Generalizability Theory; Factor Analysis; Reliability; Educational Researchers; Thinking Skills; Mathematics Skills + Suchen Sie Ihr Suchwort? Mathematische Bildung; Wissensbasis; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Testvalidität; Testaufbau; Faktorenanalyse; Reliabilität; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Denkfähigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	Two studies were conducted for the development and validation of a multidimensional test to assess undergraduate students' mathematical thinking about derivative. The first study involved two phases: question generation and refinement of the Thinking-about-Derivative Test (TDT). The second study included four phases as follows: test administration, generalizability analysis, confirmatory factor analysis, and subgroup validity analysis. Findings suggested that the 30-item multiple-choice TDT, which comprises 6 mathematical thinking aspects, enactive, iconic, algorithmic, algebraic, formal, and axiomatic thinking, demonstrates acceptable levels of reliability and validity. Followed by additional cross-validation studies, the TDT may be a useful tool for mathematics education researchers and mathematicians. Directions for future research and implications for educational practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01