Exploring the Prevalence of Covariational Reasoning across Mathematics and Science Using TIMSS 2011 Assessment Items

Autor/inn/en	Gantt, Allison L.; Paoletti, Teo; Corven, Julien
Titel	Exploring the Prevalence of Covariational Reasoning across Mathematics and Science Using TIMSS 2011 Assessment Items
Quelle	In: International Journal of Science and Mathematics Education, 21 (2023) 8, S.2349-2373 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gantt, Allison L.) ORCID (Paoletti, Teo) ORCID (Corven, Julien)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-023-10353-2
Schlagwörter	Incidence; Abstract Reasoning; Mathematics Education; Science Education; Elementary Secondary Education; Achievement Tests; International Assessment; Foreign Countries; Mathematics Achievement; Science Achievement; Mathematics Tests; Science Tests; STEM Education; Test Items; Grade 4; Grade 8; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Vorkommen; Abstraktes Denken; Denken; Mathematische Bildung; Naturwissenschaftliche Bildung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; STEM; Test content; Testaufgabe; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	Covariational reasoning (or the coordination of two dynamically changing quantities) is central to secondary STEM subjects, but research has yet to fully explore its applicability to elementary and middle-grade levels within various STEM fields. To address this need, we selected a globally referenced STEM assessment--the Trends in International Mathematics and Science Study (TIMSS)--to investigate the extent to which covariational reasoning could be applied. Specifically, we identified the frequency of items with potential to elicit students' covariational reasoning through a content analysis of publicly released TIMSS 2011 items in Grades 4 and 8 mathematics and science. We found that approximately one-third of items in all grades and subjects had potential for covariational reasoning, and many of these items had such potential with no viable alternative strategy. Furthermore, items in every content strand and cognitive domain had potential for covariational reasoning. We interpret these findings as indicative of the salience of covariational reasoning across STEM education, and we discuss the implications of these results for research, assessment, and instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01