Cognitive Diagnosis of Mathematics Performance between Rural and Urban Students in Taiwan

Autor/in	Chen, Yi-Hsin
Titel	Cognitive Diagnosis of Mathematics Performance between Rural and Urban Students in Taiwan
Quelle	In: Assessment in Education: Principles, Policy & Practice, 19 (2012) 2, S.193-209 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2011.560562
Schlagwörter	Urban Schools; Rural Schools; Students; Mathematics Achievement; Rural Urban Differences; Grade 8; Mathematics Tests; Scores; Cognitive Ability; Thinking Skills; Logical Thinking; Geometry; Algebra; Foreign Countries; Taiwan; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Student; Schüler; Schülerin; Studentin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Stadt-Land-Beziehung; School year 08; 8. Schuljahr; Schuljahr 08; Denkfähigkeit; Geometrie; Ausland
Abstract	This study was an empirically substantive examination of mathematics achievement differences between urban and rural Taiwanese students at a cognitive attribute level. Participants were eighth-grade students who participated in the "Trends in International Mathematics and Science Study" of 1999. The rule-space method was applied to produce a diagnostic description of urban and rural students' cognitive knowledge, abilities, and skills related to TIMSS mathematics items. The results indicated that students in urban schools performed better than those in rural schools on high-level mathematics contents (Algebra and Geometry) and abstract thinking skills (Proportional reasoning, Logical reasoning, Solution search, and Open-ended items). Furthermore, greater proportions of urban students were classified into the knowledge states with more mastery attributes and greater proportions of rural students occupied the knowledge states with fewer mastery attributes. Detailed discussion and suggestions are provided in the paper. (Contains 2 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10