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Development and Validation of a Computer-Administered Number Sense Scale for Fifth-Grade Children in Taiwan

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Τίτλος: Development and Validation of a Computer-Administered Number Sense Scale for Fifth-Grade Children in Taiwan
Γλώσσα: English
Συγγραφείς: Li, Mao-Neng Fr, Yang, Der-Ching
Πηγή: School Science and Mathematics. Apr 2010 110(4):220-230.
Διαθεσιμότητα: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Peer Reviewed: Y
Page Count: 11
Ημερομηνία έκδοσης: 2010
Τύπος εγγράφου: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 5
Descriptors: Test Validity, Foreign Countries, Grade 5, Program Validation, Test Construction, Psychometrics, Mathematics Tests, Screening Tests, Computer Assisted Testing, Number Concepts, Number Systems, Numbers, Numeracy, Item Analysis, Pretests Posttests, Rating Scales
Γεωγραφικοί όροι: Taiwan
DOI: 10.1111/j.1949-8594.2010.00024.x
ISSN: 0036-6803
Περίληψη: To investigate the structure of number sense and then to assess its uses in fifth-grade children's number sense development, a computerized number sense scale was developed and evaluated. The findings of the study indicate that the newly developed scale, with four dominant factors identified and reconfirmed, is internally consistent and substantially valid. It can be reliably used as a screening measure for a quick check of students' number sense development via online self-assessment. Compared with our previous study, both qualitative and quantitative changes were detected in students' number sense development at different grades. The qualitative change in number sense development is manifested in different numbers of factor components produced at different grades. The quantitative change is manifested in different amounts of factor variance explained at different grades. Furthermore, among the four aspects of number sense, Taiwanese students perform best on recognizing the relative number size yet relatively worse on judging the reasonableness of computational results. (Contains 4 tables.)
Abstractor: As Provided
Number of References: 34
Entry Date: 2011
Αριθμός Καταχώρησης: EJ915549
Βάση Δεδομένων: ERIC
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  Data: Development and Validation of a Computer-Administered Number Sense Scale for Fifth-Grade Children in Taiwan
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  Data: <searchLink fieldCode="AR" term="%22Li%2C+Mao-Neng+Fr%22">Li, Mao-Neng Fr</searchLink><br /><searchLink fieldCode="AR" term="%22Yang%2C+Der-Ching%22">Yang, Der-Ching</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22School+Science+and+Mathematics%22"><i>School Science and Mathematics</i></searchLink>. Apr 2010 110(4):220-230.
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  Data: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
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  Data: 11
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink>
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  Data: 0036-6803
– Name: Abstract
  Label: Abstract
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  Data: To investigate the structure of number sense and then to assess its uses in fifth-grade children's number sense development, a computerized number sense scale was developed and evaluated. The findings of the study indicate that the newly developed scale, with four dominant factors identified and reconfirmed, is internally consistent and substantially valid. It can be reliably used as a screening measure for a quick check of students' number sense development via online self-assessment. Compared with our previous study, both qualitative and quantitative changes were detected in students' number sense development at different grades. The qualitative change in number sense development is manifested in different numbers of factor components produced at different grades. The quantitative change is manifested in different amounts of factor variance explained at different grades. Furthermore, among the four aspects of number sense, Taiwanese students perform best on recognizing the relative number size yet relatively worse on judging the reasonableness of computational results. (Contains 4 tables.)
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      – Text: English
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      – SubjectFull: Test Validity
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Grade 5
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      – SubjectFull: Program Validation
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      – SubjectFull: Screening Tests
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      – SubjectFull: Computer Assisted Testing
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      – SubjectFull: Number Concepts
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      – SubjectFull: Pretests Posttests
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      – SubjectFull: Taiwan
        Type: general
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      – TitleFull: Development and Validation of a Computer-Administered Number Sense Scale for Fifth-Grade Children in Taiwan
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