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Mathematical equivalence assessment: Measurement invariance across six countries

journal contribution
posted on 22.07.2021, 09:06 by Emine SimsekEmine Simsek, Ian JonesIan Jones, Jodie Hunter, Iro Xenidou-DervouIro Xenidou-Dervou
Within mathematics education research, there has been a strong focus on students’ understanding of mathematical equivalence because of its key role in the development of mathematics skills. One of the most frequently used tools to assess students’ understanding of equivalence has been the Mathematical Equivalence Assessment (MEA) (Rittle-Johnson et al., 2011). In this study, we investigate for the first time the cross-cultural measurement invariance of an adaptation of the MEA. This included a sample (N = 2760) of students aged 8 – 12 years old from China, England, New Zealand, South Korea, Turkey, and US to examine whether the same construct is being measured across all countries. Configural and partial scalar invariance was established for a two-factor, 11-item version of the adapted MEA. There were significant mean differences across countries, with students from China performing better and students from New Zealand performing worse than the rest of the sample.

Funding

British Academy Small Grant, SG162256

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

Studies in Educational Evaluation

Volume

70

Publisher

Elsevier

Version

AM (Accepted Manuscript)

Rights holder

© Elsevier

Publisher statement

This paper was accepted for publication in the journal Studies in Educational Evaluation and the definitive published version is available at https://doi.org/10.1016/j.stueduc.2021.101046.

Acceptance date

27/05/2021

Publication date

2021-07-24

Copyright date

2021

ISSN

0191-491X

Language

en

Depositor

Mrs Emine Simsek . Deposit date: 22 July 2021

Article number

101046