Search results for "algebraic thinking"
showing 4 items of 4 documents
Algebraic thinking and generalization of patterns: a didactical experience with Italian and Chinese students
2009
HIERARCHICAL AND NON-HIERARCHICAL CLUSTERING METHODS TO ANALYSE AN OPEN-ENDED QUESTIONNAIRE ON ALGEBRAIC THINKING
2016
In recent years, some papers have tried to develop detailed models of the reasoning competences of the student populations tested, or to subdivide a sample of students into intellectually similar subgroups, by using quantitative or qualitative analysis methods. It is worth noting that research papers using quantitative analysis methods to study student responses to open-ended questionnaire can be found in Science and Physics education (Springuel et al., 2007), but the same cannot be said for research in Mathematics education. In this paper we focus on the application of hierarchical and non-hierarchical clustering methods referred to dendrograms and k-means approaches (Everitt, et al., 2011…
Non-Hierarchical Clustering as a method to analyse an open-ended questionnaire on algebraic thinking
2016
The problem of taking a data set and separating it into subgroups, where the members of each subgroup are more similar to each other than they are to members outside the subgroup, has been extensively studied in science and mathematics education research. Student responses to written questions and multiple-choice tests have been characterised and studied using several qualitative and/or quantitative analysis methods. However, there are inherent difficulties in the categorisation of student responses in the case of open-ended questionnaires. Very often, researcher bias means that the categories picked out tend to find the groups of students that the researcher is seeking out. In this paper, …
Hierarchical and non-hierarchical clustering methods to study students algebraic thinking in solving an open-ended questionnaire
2017
The problem of taking a data set and separating it into subgroups, where the members of each subgroup are more similar to each other than they are to members outside the subgroup, has been extensively studied in science and mathematics education research. Student responses to written questions and multiple-choice tests have been characterised and studied using several qualitative and/or quantitative analysis methods. However, there are inherent difficulties in the categorisation of student responses in the case of open-ended questionnaires. Very often, researcher bias means that the categories picked out tend to find the groups of students that the researcher is seeking out. In our contribu…