Assessment of Students’ Conceptual Understanding of Mathematics:

• Ota Eriko

  The University of Tokyo

Bibliographic Information

Other Title

• 数学の概念的理解を評価するテストの提案と実践的検討
• 数学の概念的理解を評価するテストの提案と実践的検討 : 高校生のつまずきの実態と教師の認識に着目して
• スウガク ノ ガイネンテキ リカイ オ ヒョウカ スル テスト ノ テイアン ト ジッセンテキ ケントウ : コウコウセイ ノ ツマズキ ノ ジッタイ ト キョウシ ノ ニンシキ ニ チャクモク シテ
• Analysis of High School Students’ Impasses and Teachers’ Awareness of Relevant Issues
• ―高校生のつまずきの実態と教師の認識に着目して―

Abstract

  In high school mathematics classes, emphasis is placed on the development of basic conceptual understanding of mathematical expressions; tests and other forms of assessment are required to diagnose students' problems with mathematics from that perspective. However, extensive research has not been published that deals with what exactly would constitute a test that assesses conceptual understanding of mathematical expressions, or how implementation of such a test might contribute to solving mathematics curriculum problems. In the present study, a test was implemented to assess high school students' conceptual understanding of mathematics; the test was proposed by a researcher from a psychological perspective. Specifically, (a) a test was devised to evaluate students' conceptual understanding of high school mathematics, (b) impasses experienced by the students who took the test were analyzed, and (c) their teachers' perceptions of the students' conceptual understanding were examined. The results suggested that the students had some problems understanding basic mathematical concepts and expressions, and that their teachers did not always realize the extent of the students' problems with understanding. These results were fed back to the teachers in group discussions. The teachers reported that they needed to modify their views of students' conceptual understanding and to question the students' understanding through daily assessments and in class. The discussion deals with implications and prospects for future research and learning assessment in mathematics.

Journal

• The Japanese Journal of Educational Psychology

  The Japanese Journal of Educational Psychology 69 (2), 204-220, 2021-06-30

  The Japanese Association of Educational Psychology

Keywords

• conceptual understanding
• assessment of students
• tests
• mathematics
• high school students

Details

• CRID: 1390570242645034112
• NII Article ID: 130008066723
• NII Book ID: AN00345837
• DOI: 10.5926/jjep.69.204
• ISSN: 21863075
• ISSN: 00215015
• NDL BIB ID: 031609714
• Web Site: https://ndlsearch.ndl.go.jp/books/R000000004-I031609714
• Web Site: https://www.jstage.jst.go.jp/article/jjep/69/2/69_204/_pdf
• Text Lang: ja
• Data Source:
  • JaLC
  • NDL
  • Crossref
  • CiNii Articles
  • KAKEN
• Abstract License Flag: Disallowed