THE THINKING-ABOUT-DERIVATIVE TEST FOR UNDERGRADUATE STUDENTS: DEVELOPMENT AND VALIDATION
INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION, vol.13, no.6, pp.1279-1303, 2015 (SSCI, Scopus)
- Publication Type: Article / Article
- Volume: 13 Issue: 6
- Publication Date: 2015
- Doi Number: 10.1007/s10763-014-9545-x
- Journal Name: INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION
- Journal Indexes: Social Sciences Citation Index (SSCI), Scopus
- Page Numbers: pp.1279-1303
- Keywords: derivative, mathematical thinking, multiple-choice test, reliability, validity, MATHEMATICAL THINKING, COMPREHENSION, COGNITION, SUCCESS
- Open Archive Collection: AVESIS Open Access Collection
- Middle East Technical University Affiliated: Yes
Abstract
Two studies were conducted for the development and validation of a multidimensional test to assess undergraduate students' mathematical thinking about derivative. The first study involved two phases: question generation and refinement of the Thinking-about-Derivative Test (TDT). The second study included four phases as follows: test administration, generalizability analysis, confirmatory factor analysis, and subgroup validity analysis. Findings suggested that the 30-item multiple-choice TDT, which comprises 6 mathematical thinking aspects, enactive, iconic, algorithmic, algebraic, formal, and axiomatic thinking, demonstrates acceptable levels of reliability and validity. Followed by additional cross-validation studies, the TDT may be a useful tool for mathematics education researchers and mathematicians. Directions for future research and implications for educational practice are discussed.