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STUDENTS' COMPETENCIES IN WORKING WITH FUNCTIONS IN SECONDARY MATHEMATICS EDUCATION-EMPIRICAL EXAMINATION OF A COMPETENCE STRUCTURE MODEL.

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Title: STUDENTS' COMPETENCIES IN WORKING WITH FUNCTIONS IN SECONDARY MATHEMATICS EDUCATION-EMPIRICAL EXAMINATION OF A COMPETENCE STRUCTURE MODEL.
Authors: Nitsch, Renate1 nitsch@mathematik.tu-darmstadt.de, Fredebohm, Anneke1 fredebohm@mathematik.tu-darmstadt.de, Bruder, Regina1 r.bruder@math-learning.com, Kelava, Augustin2 augustin.kelava@uni-tuebingen.de, Naccarella, Dominik3 dominik.naccarella@ph-freiburg.de, Leuders, Timo3 leuders@ph-freiburg.de, Wirtz, Markus4 markus.wirtz@ph-freiburg.de
Source: International Journal of Science & Mathematics Education. Jun2015, Vol. 13 Issue 3, p657-682. 26p.
Subject Terms: *Mathematics education (Higher), *Secondary education research, *Outcome-based education, *Mathematical ability, Representation theory
Abstract: In the subject matter of functional relationships, a student's ability to translate from one form of representation to another is seen as a central competence. In the course of the HEUREKO project (heuristic work with representations of functional relationships and the diagnosis of mathematical competencies of students), a theoretical competence structure model comprising five competence dimensions was developed. These are based on four types of representation (graph, numerical table, algebraic equation and situational description) and correspond to the skill to translate from one type of representation to another. The following study was aimed to examine the facets of the model. The 5-dimensional model was empirically tested with a sample of N = 645 students of grades 9 and 10. This was accomplished by comparing competing item response models with regard to model fit using information criteria measures. In comparison with other possible model structures, our postulated 5-dimensional model showed the best model fit, suggesting that all translations are relevant for competence assessment and development. Furthermore, in order to allow for the identification of structural components of cognitive actions, the employed tasks used in the empirical testing were divided into categories with regard to the different demands of cognitive action. Our results suggest that cognitive actions may have a specific dimensional structure. These findings can contribute to a better diagnostic approach concerning specific strengths and weaknesses and can therefore foster students' competencies. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: STUDENTS' COMPETENCIES IN WORKING WITH FUNCTIONS IN SECONDARY MATHEMATICS EDUCATION-EMPIRICAL EXAMINATION OF A COMPETENCE STRUCTURE MODEL.
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  Data: <searchLink fieldCode="AR" term="%22Nitsch%2C+Renate%22">Nitsch, Renate</searchLink><relatesTo>1</relatesTo><i> nitsch@mathematik.tu-darmstadt.de</i><br /><searchLink fieldCode="AR" term="%22Fredebohm%2C+Anneke%22">Fredebohm, Anneke</searchLink><relatesTo>1</relatesTo><i> fredebohm@mathematik.tu-darmstadt.de</i><br /><searchLink fieldCode="AR" term="%22Bruder%2C+Regina%22">Bruder, Regina</searchLink><relatesTo>1</relatesTo><i> r.bruder@math-learning.com</i><br /><searchLink fieldCode="AR" term="%22Kelava%2C+Augustin%22">Kelava, Augustin</searchLink><relatesTo>2</relatesTo><i> augustin.kelava@uni-tuebingen.de</i><br /><searchLink fieldCode="AR" term="%22Naccarella%2C+Dominik%22">Naccarella, Dominik</searchLink><relatesTo>3</relatesTo><i> dominik.naccarella@ph-freiburg.de</i><br /><searchLink fieldCode="AR" term="%22Leuders%2C+Timo%22">Leuders, Timo</searchLink><relatesTo>3</relatesTo><i> leuders@ph-freiburg.de</i><br /><searchLink fieldCode="AR" term="%22Wirtz%2C+Markus%22">Wirtz, Markus</searchLink><relatesTo>4</relatesTo><i> markus.wirtz@ph-freiburg.de</i>
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  Data: *<searchLink fieldCode="DE" term="%22Mathematics+education+%28Higher%29%22">Mathematics education (Higher)</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+education+research%22">Secondary education research</searchLink><br />*<searchLink fieldCode="DE" term="%22Outcome-based+education%22">Outcome-based education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematical+ability%22">Mathematical ability</searchLink><br /><searchLink fieldCode="DE" term="%22Representation+theory%22">Representation theory</searchLink>
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  Data: In the subject matter of functional relationships, a student's ability to translate from one form of representation to another is seen as a central competence. In the course of the HEUREKO project (heuristic work with representations of functional relationships and the diagnosis of mathematical competencies of students), a theoretical competence structure model comprising five competence dimensions was developed. These are based on four types of representation (graph, numerical table, algebraic equation and situational description) and correspond to the skill to translate from one type of representation to another. The following study was aimed to examine the facets of the model. The 5-dimensional model was empirically tested with a sample of N = 645 students of grades 9 and 10. This was accomplished by comparing competing item response models with regard to model fit using information criteria measures. In comparison with other possible model structures, our postulated 5-dimensional model showed the best model fit, suggesting that all translations are relevant for competence assessment and development. Furthermore, in order to allow for the identification of structural components of cognitive actions, the employed tasks used in the empirical testing were divided into categories with regard to the different demands of cognitive action. Our results suggest that cognitive actions may have a specific dimensional structure. These findings can contribute to a better diagnostic approach concerning specific strengths and weaknesses and can therefore foster students' competencies. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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