Asymmetry in student achievement on multiple-choice and constructed-response items in reversible mathematics processes
In this paper we report the results of an experiment designed to test the hypothesis that when faced with a question involving the inverse direction of a reversible mathematical process, students solve a multiple-choice version by verifying the answers presented to them by the direct method, not by...
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rr-article-93682762017-01-01T00:00:00Z Asymmetry in student achievement on multiple-choice and constructed-response items in reversible mathematics processes Chris Sangwin (1248255) Ian Jones (1384110) Assessment Algebra Calculus Symbolic manipulation In this paper we report the results of an experiment designed to test the hypothesis that when faced with a question involving the inverse direction of a reversible mathematical process, students solve a multiple-choice version by verifying the answers presented to them by the direct method, not by undertaking the actual inverse calculation. Participants responded to an online test contain- ing equivalent multiple-choice and constructed-response items in two reversible algebraic techniques: factor/expand and solve/verify. The ndings supported this hypothesis: Overall scores were higher in the multiple-choice condition compared to the constructed-response condition, but this advantage was significantly greater for items concerning the inverse direction of reversible processes compared to those involving direct processes. 2017-01-01T00:00:00Z Text Journal contribution 2134/22120 https://figshare.com/articles/journal_contribution/Asymmetry_in_student_achievement_on_multiple-choice_and_constructed-response_items_in_reversible_mathematics_processes/9368276 CC BY 4.0 |
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Loughborough University |
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Figshare |
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Assessment Algebra Calculus Symbolic manipulation |
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Assessment Algebra Calculus Symbolic manipulation Chris Sangwin Ian Jones Asymmetry in student achievement on multiple-choice and constructed-response items in reversible mathematics processes |
| description |
In this paper we report the results of an experiment designed to test the hypothesis that when faced with a question involving the inverse direction of a reversible mathematical process, students solve a multiple-choice version by verifying the answers presented to them by the direct method, not by undertaking the actual inverse calculation. Participants responded to an online test contain- ing equivalent multiple-choice and constructed-response items in two reversible algebraic techniques: factor/expand and solve/verify. The ndings supported this hypothesis: Overall scores were higher in the multiple-choice condition compared to the constructed-response condition, but this advantage was significantly greater for items concerning the inverse direction of reversible processes compared to those involving direct processes. |
| format |
Default Article |
| author |
Chris Sangwin Ian Jones |
| author_facet |
Chris Sangwin Ian Jones |
| author_sort |
Chris Sangwin (1248255) |
| title |
Asymmetry in student achievement on multiple-choice and constructed-response items in reversible mathematics processes |
| title_short |
Asymmetry in student achievement on multiple-choice and constructed-response items in reversible mathematics processes |
| title_full |
Asymmetry in student achievement on multiple-choice and constructed-response items in reversible mathematics processes |
| title_fullStr |
Asymmetry in student achievement on multiple-choice and constructed-response items in reversible mathematics processes |
| title_full_unstemmed |
Asymmetry in student achievement on multiple-choice and constructed-response items in reversible mathematics processes |
| title_sort |
asymmetry in student achievement on multiple-choice and constructed-response items in reversible mathematics processes |
| publishDate |
2017 |
| url |
https://hdl.handle.net/2134/22120 |
| _version_ |
1798098862601142272 |