000125888 001__ 125888
000125888 005__ 20230504095858.0
000125888 0247_ $$2doi$$a10.1177/27527263231166156
000125888 0248_ $$2sideral$$a133410
000125888 037__ $$aART-2023-133410
000125888 041__ $$aeng
000125888 100__ $$0(orcid)0000-0002-2607-6789$$aMartínez-Juste, Sergio$$uUniversidad de Zaragoza
000125888 245__ $$aA diagnostic comparison of Spanish and Turkish middle school students’ proportional reasoning
000125888 260__ $$c2023
000125888 5060_ $$aAccess copy available to the general public$$fUnrestricted
000125888 5203_ $$aThis small-scale comparative study investigated Spanish and Turkish middle school students’ mastery of four core cognitive skills required for proportional reasoning using the log-linear cognitive diagnosis model. We compared students in the two samples for their proportional reasoning and provided a diagnostic assessment of their strengths and weaknesses. The study included 314 Spanish eighth grade and 282 Turkish seventh grade students. The students were administered a proportional reasoning test with 22 multiple-choice items. We found significant differences between the two samples in two of the cognitive skills. While the Spanish sample were better at understanding nonproportional relationships, the Turkish sample were better at understanding the concept of ratio. Furthermore, while the Spanish sample had a more dispersed distribution of students among different attribute profiles, the Turkish sample mostly consisted of either low-performing or high-performing students. To better understand the similarities and differences between the two samples, we compared students’ performance on some specific test items. The study shows how cognitive diagnostic models, which are not widely used in small-scale comparative studies, can be very useful in revealing similarities and differences between two samples that cannot be detected by traditional psychometric models.
000125888 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc$$uhttp://creativecommons.org/licenses/by-nc/3.0/es/
000125888 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000125888 700__ $$aArican, Muhammet
000125888 700__ $$0(orcid)0000-0002-8713-4591$$aMuñoz-Escolano, José M.$$uUniversidad de Zaragoza
000125888 700__ $$0(orcid)0000-0002-8191-3199$$aOller-Marcén, Antonio M.$$uUniversidad de Zaragoza
000125888 7102_ $$12006$$2200$$aUniversidad de Zaragoza$$bDpto. Matemáticas$$cÁrea Didáctica Matemática
000125888 773__ $$g2, 1 (2023), 64-90$$pAsian j. math. educ.$$tAsian Journal for Mathematics Education$$x2752-7263
000125888 8564_ $$s1223755$$uhttps://zaguan.unizar.es/record/125888/files/texto_completo.pdf$$yVersión publicada
000125888 8564_ $$s1495198$$uhttps://zaguan.unizar.es/record/125888/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000125888 909CO $$ooai:zaguan.unizar.es:125888$$particulos$$pdriver
000125888 951__ $$a2023-05-04-09:31:53
000125888 980__ $$aARTICLE