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  • 1.
    Olande, Oduor
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Avdelningen för ämnesdidaktik och matematik.
    Graphical artefacts: Taxonomy of students' response to test items2014Ingår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 85, nr 1, s. 53-74Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The present study, carried out in the Nordic countries, examines the characteristics of students' scholastic performance on items containing graphical artefacts, that is, bar graphs, pie charts and line graphs, selected from the Programme for International Student Assessment (PISA) survey test. Graphical analysis of statistical data resulted in the observation of two major categories of performance by the students. The results of cluster analysis also confirmed the two approaches. One approach consists of items perceived as requiring identification, that is, focusing primarily on perceptual elements. The other consisting of items requiring a critical-analytical approach, that is, involving evaluation of the graphical system, active interaction with subject specific operators and forms of expression. The general observation is that the pattern of response is similar for all these countries, with items demanding an identification approach showing comparatively higher scores than for items perceived as demanding a critical-analytical approach.

  • 2.
    Österholm, Magnus
    Linköpings universitet, Tillämpad matematik.
    Characterizing reading comprehension of mathematical texts2006Ingår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 63, nr 3, s. 325-346Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study compares reading comprehension of three different texts: two mathematical texts and one historical text. The two mathematical texts both present basic concepts of group theory, but one does it using mathematical symbols and the other only uses natural language. A total of 95 upper secondary and university students read one of the mathematical texts and the historical text. Before reading the texts, a test of prior knowledge for both mathematics and history was given and after reading each text, a test of reading comprehension was given. The results reveal a similarity in reading comprehension between the mathematical text without symbols and the historical text, and also a difference in reading comprehension between the two mathematical texts. This result suggests that mathematics in itself is not the most dominant aspect affecting the reading comprehension process, but the use of symbols in the text is a more relevant factor. Although the university students had studied more mathematics courses than the upper secondary students, there was only a small and insignificant difference between these groups regarding reading comprehension of the mathematical text with symbols. This finding suggests that there is a need for more explicit teaching of reading comprehension for texts including symbols.

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