Peabody College, Vanderbilt University, Nashville, TN, USA.
J Learn Disabil. 2019 Mar/Apr;52(2):181-191. doi: 10.1177/0022219418775120. Epub 2018 May 29.
Students' explanations of their mathematical thinking and conclusions have become a greater part of the assessment landscape in recent years. With a sample of 71 fourth-grade students at risk for mathematics learning disabilities, we investigated the relation between student accuracy in comparing the magnitude of fractions and the quality of students' explanations of those comparisons, as well as the relation between those measures and scores on a criterion test: released fraction items from the National Assessment of Educational Progress. We also considered the extent to which reasoning and language contribute to the prediction. Results indicated a significant moderate correlation between accuracy and explanation quality. Commonality analyses indicated that explanation quality accounts for little variance in National Assessment of Educational Progress scores beyond what is accounted for by traditional measures of magnitude understanding. Implications for instruction and assessment are discussed.
近年来，学生对其数学思维和结论的解释已成为评估领域的重要组成部分。我们对 71 名有数学学习障碍风险的四年级学生进行了抽样调查，研究了学生在比较分数大小方面的准确性与他们对这些比较的解释质量之间的关系，以及这些测量结果与标准测试（国家教育进展评估中发布的分数项目）分数之间的关系。我们还考虑了推理和语言对预测的贡献程度。结果表明，准确性和解释质量之间存在显著的中等相关性。共性分析表明，解释质量对国家教育进展评估分数的方差解释作用很小，超出了传统分数大小理解测量方法的解释作用。讨论了对教学和评估的启示。
