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Asymmetry in student achievement on multiple-choice and constructed-response items in reversible mathematics processes
journal contributionposted on 2016-07-26, 15:12 authored by Chris Sangwin, Ian JonesIan Jones
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.
- Mathematics Education Centre
Published inEducational Studies in Mathematics: an international journal
CitationSANGWIN, C.J. and JONES, I., 2017. Asymmetry in student achievement on multiple-choice and constructed-response items in reversible mathematics processes. Educational Studies in Mathematics, 94(2), pp.205-22.
PublisherSpringer Verlag / © The Authors
- VoR (Version of Record)
Publisher statementThis work is made available according to the conditions of the Creative Commons Attribution- 4.0 International (CC BY 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by/4.0/
NotesThis is an Open Access Article. It is published by Springer under the Creative Commons Attribution 4.0 Unported Licence (CC BY). Full details of this licence are available at: http://creativecommons.org/licenses/by/4.0/