Zeynivandnezhad Fereshteh
Fereshteh Zeynivandnezhad, Organization for Educational Research and Planning, Institute of Curriculum Planning and Educational Innovation, Research Group on Curriculum of Math and Physics, No. 6, Dehgannia Strete, Iranshade-Shomali Avenue, 158634818, Tehran, Iran,
J Appl Meas. 2018;19(4):387-412.
The advent of new technologies has replaced physical manipulatives - which are physical models of equivalent representation of concepts by virtual manipulatives which many learners and teachers find useful in the mathematics classroom. The current study investigated students' motivation to engage with virtual manipulatives as a tool in the mathematics education. Activity theory was used to conduct a multicomponential survey of virtual manipulatives in education and administered it to 442 Iranian high school students with the aim of examining students' perception of various aspects of the manipulatives. Using the Rasch-Andrich rating scale model (RSM), an item response theory model, psychometric features of the instrument were examined item endorsibility, learners' ability, fit, and unidimensionality. The validated instrument can be used to find the factors that could improve students' perceptions of virtual manipulatives in the mathematics classroom.
新技术的出现已经用虚拟教具取代了实物教具——虚拟教具是概念等效表示的物理模型，许多学习者和教师发现在数学课堂中它很有用。当前的研究调查了学生将虚拟教具作为数学教育工具的参与动机。活动理论被用于对教育中的虚拟教具进行多成分调查，并将其施测于442名伊朗高中生，目的是考察学生对教具各个方面的认知。使用Rasch-Andrich评分量表模型（RSM），一种项目反应理论模型，对该工具的心理测量特征进行了考察，包括项目可接受性、学习者能力、拟合度和单维性。经过验证的工具可用于找出能够提高学生对数学课堂中虚拟教具认知的因素。
