摘要
从学习理解、实践应用、创造迁移三个维度,九个子维度构建了学生数学学科能力测试框架。针对中学生开发了数学学科能力测试工具,通过对B市H区8~12年级（测试内容为7~11年级）的2 571名学生分层抽样测试,研究发现：（1）学生总体数学能力表现呈递增趋势,但基础能力在高年级出现下滑;（2）不同类别的学校之间存在显著差异。
For our mathematics is the ability to define ＂computing ability, space imagination ability and logical ability＂, it contains within mathematics stroma present in the teaching activities. Based on the characteristics of mathematics, The authors built mathematics competency test framework with three major dimensions-apprehension, application, and innovation, and nine sub-dimensions. Furthermore, the authors developed secondary school mathematics competency test instrument and applied the instrument on 2 571 students selected through stratified sampling from the 8^th-12^th grades （the test used teaching content for 7^th-11^th grades） from H District B City in North China. The results show that： 1） the score of mathematics competency increases with grade; but the basic competency performance declined in higher grades; and 2） there were significant differences among different types of schools.
出处
《教育学报》
CSSCI
北大核心
2016年第4期73-78,共6页
Journal of Educational Studies
基金
国家社会科学基金"十二五"规划2011年度教育学重点课题"中小学生学科能力表现研究"(课题批准号AHA110005)资助。总课题由北京师范大学王磊教授主持
9个学科组成的学科教育团队协同研究。"中小学生数学学科能力表现研究"子课题负责人是北京师范大学曹一鸣教授
核心成员有:刘晓婷
郭衎
陈鹏举
冯启磊
王振平
李春雷
张晓旭
刘金花
刘东等
关键词
数学学科能力
RASCH模型
数学素养
mathematics competency
Rasch model
mathematics accomplishment
