東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Defining and Measuring Mathematical ...

Sprague, Lauren N.

Linked to FindBook

Google Book

Amazon

博客來

Defining and Measuring Mathematical Reasoning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Defining and Measuring Mathematical Reasoning./
Author:	Sprague, Lauren N.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	67 p.
Notes:	Source: Masters Abstracts International, Volume: 84-03.
Contained By:	Masters Abstracts International84-03.
Subject:	Psychology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29063771
ISBN:	9798841774501

Defining and Measuring Mathematical Reasoning.
Sprague, Lauren N.

Defining and Measuring Mathematical Reasoning. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 67 p.

Source: Masters Abstracts International, Volume: 84-03.

Thesis (M.S.)--The Florida State University, 2022.

There is a large body of research on the numerical abilities underlying math achievement, but less is known about mathematical reasoning and its relationship to other math abilities. The present study is the first step of a project with the following goals: 1) Developing a measure of mathematical reasoning, and 2) Assessing the relations between mathematical reasoning and other aspects of math ability. In this study, 74 undergraduates completed a novel Geometry and Number Theory Proof Construction Task designed to measure mathematical reasoning, followed by an algebraic equation solving task and a survey about previous math experience. Cronbach's (1951) alpha was calculated to assess the internal consistency of the measure, and item-level statistics were used to identify some of its weaknesses. Confirmatory Factor Analysis was used to compare the fits of a one factor model and a two-factor model to these data. A hierarchical regression analysis and the first step of a mediation analysis were conducted to evaluate the relations between mathematical reasoning, algebra, and formal math experience. Some evidence was found that the Proof Completion Task measured a single latent Mathematical Reasoning construct. Results provided evidence that Geometry Proof Completion accounts for variance in Algebraic Equation Solving not already explained by Formal Math Experience, suggesting that the type of reasoning used to complete geometry proofs may also generalize to other areas of mathematics.

ISBN: 9798841774501Subjects--Topical Terms:

519075
Psychology.
Subjects--Index Terms:

Geometry proof

Defining and Measuring Mathematical Reasoning.
LDR:02556nmm a2200373 4500 001 2400921
005 20241007100305.5
006 m o d
007 cr#unu||||||||
008 251215s2022 ||||||||||||||||| ||eng d
020 $a 9798841774501
035 $a (MiAaPQ)AAI29063771
035 $a AAI29063771
040 $a MiAaPQ $c MiAaPQ
100 1 $a Sprague, Lauren N. $0 (orcid)0000-0001-9607-7050 $3 3770984
245 1 0 $a Defining and Measuring Mathematical Reasoning.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 67 p.
500 $a Source: Masters Abstracts International, Volume: 84-03.
500 $a Advisor: Braithwaite, David W.
502 $a Thesis (M.S.)--The Florida State University, 2022.
520 $a There is a large body of research on the numerical abilities underlying math achievement, but less is known about mathematical reasoning and its relationship to other math abilities. The present study is the first step of a project with the following goals: 1) Developing a measure of mathematical reasoning, and 2) Assessing the relations between mathematical reasoning and other aspects of math ability. In this study, 74 undergraduates completed a novel Geometry and Number Theory Proof Construction Task designed to measure mathematical reasoning, followed by an algebraic equation solving task and a survey about previous math experience. Cronbach's (1951) alpha was calculated to assess the internal consistency of the measure, and item-level statistics were used to identify some of its weaknesses. Confirmatory Factor Analysis was used to compare the fits of a one factor model and a two-factor model to these data. A hierarchical regression analysis and the first step of a mediation analysis were conducted to evaluate the relations between mathematical reasoning, algebra, and formal math experience. Some evidence was found that the Proof Completion Task measured a single latent Mathematical Reasoning construct. Results provided evidence that Geometry Proof Completion accounts for variance in Algebraic Equation Solving not already explained by Formal Math Experience, suggesting that the type of reasoning used to complete geometry proofs may also generalize to other areas of mathematics.
590 $a School code: 0071.
650 4 $a Psychology. $3 519075
650 4 $a Education. $3 516579
650 4 $a Mathematics education. $3 641129
650 4 $a Educational psychology. $3 517650
650 4 $a Cognitive psychology. $3 523881
653 $a Geometry proof
653 $a Mathematical reasoning
690 $a 0621
690 $a 0515
690 $a 0525
690 $a 0633
690 $a 0280
710 2 $a The Florida State University. $b Psychology. $3 3183791
773 0 $t Masters Abstracts International $g 84-03.
790 $a 0071
791 $a M.S.
792 $a 2022
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29063771