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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/22120

Title: Asymmetry in student achievement on multiple-choice and constructed-response items in reversible mathematics processes
Authors: Sangwin, Christopher J.
Jones, Ian
Keywords: Assessment
Symbolic manipulation
Issue Date: 2017
Publisher: Springer Verlag / © The Authors
Citation: SANGWIN, C.J. and JONES, I., 2017. Asymmetry in student achievement on multiple-choice and constructed-response items in reversible mathematics processes. Educational Studies in Mathematics, 94(2), pp.205-22.
Abstract: 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 contain- ing equivalent multiple-choice and constructed-response items in two reversible algebraic techniques: factor/expand and solve/verify. The ndings 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.
Description: This is an Open Access Article. It is published by Springer under the Creative Commons Attribution 4.0 Unported Licence (CC BY). Full details of this licence are available at: http://creativecommons.org/licenses/by/4.0/
Version: Published
DOI: 10.1007/s10649-016-9725-4
URI: https://dspace.lboro.ac.uk/2134/22120
Publisher Link: http://dx.doi.org/10.1007/s10649-016-9725-4
ISSN: 1573-0816
Appears in Collections:Published Articles (Mathematics Education Centre)

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