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A Longitudinal Study of Student Understanding of Chance and Data

Citation

Watson, JM and Kelly, BA and Izard, J, A Longitudinal Study of Student Understanding of Chance and Data, Mathematics Education Research Journal, 18, (2) pp. 40-55. ISSN 1033-2170 (2006) [Refereed Article]


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Copyright Statement

Copyright 2006 MERGA Inc.

DOI: doi:10.1007/BF03217435

Abstract

This study uses Partial Credit Rasch analysis to study a complex data set of student responses to survey items relating to chance and data. The items were administered in the classroom and collected from 1993 to 2003 in the Australian state of Tasmania. Data were collected from a total of 5514 individual students across Grades 3 to 11 over the decade and of these students 896 provided at least one repeated measure. As students completed a core of common items, Rasch analysis could be performed and all students were subsequently placed on the same logit scale for comparison. The purpose of the analysis is to consider average cohort change over time and trends in performance during the first 10 years after the curriculum was introduced in Tasmania. Implications for the education system and curriculum implementation are considered.

Item Details

Item Type:Refereed Article
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Mathematics and Numeracy Curriculum and Pedagogy
Objective Division:Education and Training
Objective Group:Education and Training Systems
Objective Field:Education and Training Systems not elsewhere classified
Author:Watson, JM (Professor Jane Watson)
Author:Kelly, BA (Mr Ben Kelly)
ID Code:42335
Year Published:2006
Deposited By:Education
Deposited On:2006-08-01
Last Modified:2010-05-04
Downloads:4 View Download Statistics

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