数学能力的个别差异.pptVIP

Individual Differences in Mathematical Ability 數學能力的個別差異 Three Perspectives Psychometric Cognitive Behavioral Psychometric Perspective Method used: Factor Analysis Results: Ability Factors Criterion: Factor stability or factor invariance -- the factor represents a basic domain of human ability, distinct from other cognitive abilities for educational, cultural, or biological reasons. Two general mathemttical domains: numerical facility and mathematical reasoning Numerical Facility Stable across studies: arithmetic represents a fundamental domain of human ability strongly defined by arithmetic computation tests; tests that involve a conceptual understanding of number relationships and arithmetical concepts - basic arithmetical skills Development: Numerical Facility factor found in: kindergarten children (Wechsler Intelligence Scale for Children WISC): 5 - 7 years of age also demonstrate (Meyers and Dingman 1960) samples of children, adolescents in elementary schools, junior high school, high school, and college The factor becomes more exclusively arithmetical in nature with development. Arithmetic and working memory to exclusively arithmetical relationship between performance on numerical facility tests and tests of mathematical reasoning become weaker with age. Mathematical Reasoning Different labels: arithmetical reasoning, general reasoning, ability to find and evaluate quantitative relationships and to draw conclusions on the basis of quantitative information Relationship between Numerical Facility and Mathematical Reasoning factors become weaker with age. 8th grade: the two factors clustered grades 9 to 11 and college students: distinct Mathematical Reasoning college students: the 2 unrelated. Other Mathematical Abilities Dot Counting Factor: ability to quickly and accurately count arrays of dots. Digital Flexibility: ability to manipulate, to arrange, and to compare (numbers), without performing arithmetic operations, e.g., making rapid greater than or l