Bayesian Assessment of Undergraduate Students about the Real Function Mathematical Concept

Autor/inn/en	Rodríguez-Vásquez, Flor Monserrat; Ariza-Hernandez, Francisco J.
Titel	Bayesian Assessment of Undergraduate Students about the Real Function Mathematical Concept
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 17 (2021) 3, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Bayesian Statistics; Mathematics Education; Item Response Theory; Undergraduate Students; Mathematical Concepts; Inferences; Mathematics Tests; Cognitive Ability; Concept Formation; Test Reliability; Test Validity; Mexicans; Foreign Countries; Mexico + Suchen Sie Ihr Suchwort? Mathematische Bildung; Item-Response-Theorie; Inference; Inferenz; Denkfähigkeit; Concept learning; Begriffsbildung; Testreliabilität; Testvalidität; Mexikaner; Ausland; Mexiko
Abstract	The evaluation of learning in mathematics is a worldwide problem, therefore, new methods are required to assess the understanding of mathematical concepts. In this paper, we propose to use the Item Response Theory to analyze the understanding level of undergraduate students about the real function mathematical concept. The Bayesian approach was used to make inferences about the parameters of interest. We designed a test containing twelve items, to which a reliability analysis and validation test were applied. The experiment consisted in administer our test to 48 undergraduate students (18-20 years old) who are in a math career. We concluded that 25% of the students reached a high level of understanding, 39.6% a medium level of understanding and, 35.4% a low level of understanding. Furthermore, that students obtained low levels of understanding for tasks with high cognitive demand, and they obtained high levels of understanding for tasks with low cognitive demand. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01