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    Measuring Students’ Persistence on Unfamiliar Mathematical Tasks

    Breen, Sinead and Cleary, Joan and O'Shea, Ann (2010) Measuring Students’ Persistence on Unfamiliar Mathematical Tasks. Proceedings of the British Society for Research into Learning Mathematics, 30 (3). pp. 19-24.

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    182 students responded to a number of Likert-scale items regarding their persistence on mathematical tasks. Rasch analysis was then used to construct a measure of persistence from their responses and to assign persistence scores to each student. The same students, all of whom were enrolled in the first year of a third-level programme, also completed a 30-minute test involving mathematics items from PISA. The latter, although commensurate with the students' level of mathematical education, represented largely unfamiliar tasks to the students and required the transfer of previously learned mathematical knowledge and skills to a new context. The students' performance on these items was used to construct a second measure of persistence. Initial findings indicate that although the correlation between the self-reporting measure and the evidence provided by the PISA-type test is statistically significant, there are some inconsistencies between the self-reported data and observed behaviour.

    Item Type: Article
    Keywords: mathematics; persistence; unfamiliar tasks; self-reporting measures;
    Academic Unit: Faculty of Science and Engineering > Mathematics and Statistics
    Item ID: 4904
    Depositing User: Dr. Ann O'Shea
    Date Deposited: 17 Apr 2014 12:28
    Journal or Publication Title: Proceedings of the British Society for Research into Learning Mathematics
    Publisher: BSRLM
    Refereed: No
    Use Licence: This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here

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