NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1105217
Record Type: Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
Reference Count: 54
ISBN: N/A
ISSN: EISSN-2148-9955
The Relationship between Students' Performance on Conventional Standardized Mathematics Assessments and Complex Mathematical Modeling Problems
Kartal, Ozgul; Dunya, Beyza Aksu; Diefes-Dux, Heidi A.; Zawojewski, Judith S.
International Journal of Research in Education and Science, v2 n1 p239-252 Win 2016
Critical to many science, technology, engineering, and mathematics (STEM) career paths is mathematical modeling--specifically, the creation and adaptation of mathematical models to solve problems in complex settings. Conventional standardized measures of mathematics achievement are not structured to directly assess this type of mathematical modeling. Therefore, a major question is whether a conventional standardized test can serve as a reliable "predictor" of students' potential to mathematical modeling performance. To investigate this question, a study was designed to find the relation between students' conventional standardized measures of mathematics achievement and their performance on mathematical modeling problems. Students' (N = 1656) SAT (Scholastic Aptitude Test) mathematics scores were used as a conventional standardized measure of achievement and students' scores on two model-creation problems based on complex settings were used to capture mathematical modeling performance to answer the question whether standardized achievement tests function well in predicting their mathematical modeling performance.
International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Denmark; Indiana
Identifiers - Assessments and Surveys: ACT Assessment; SAT (College Admission Test)