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ERIC Number: EJ1125209
Record Type: Journal
Publication Date: 2017-Feb
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0013-1954
Asymmetry in Student Achievement on Multiple-Choice and Constructed-Response Items in Reversible Mathematics Processes
Sangwin, Christopher J.; Jones, Ian
Educational Studies in Mathematics, v94 n2 p205-222 Feb 2017
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 containing equivalent multiple-choice and constructed-response items in two reversible algebraic techniques: factor/expand and solve/verify. The findings 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.
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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: United Kingdom
Grant or Contract Numbers: N/A