学习进阶视角下"数据观念"测评框架的构建OA
Constructing an Assessment Framework for"Data Sense"from the Perspective of Learning Progression
数据观念是数学核心素养在初中阶段的具体表现之一,其形成和发展主要依托统计与概率内容的学习.为促进数据观念在教学中的有效落实,研究基于学习进阶理论,通过理论建构和实证验证,构建了以分布、随机性和推断为进阶变量的 3 层级测评框架.基于该框架开发测评工具,对上海市 994 名六至九年级学生实施测试.Rasch 模型分析显示,数据观念是单一维度潜在特质;测试题难度分布合理,能有效区分不同能力水平学生的表现;学生能力随年级上升呈显著递增趋势.结果表明,研究构建的数据观念测评框架能有效刻画学生数据观念的表现水平,为教学实践提供了可靠的理论支撑和测评工具.
Data sense,one of the specific manifestations of mathematical key competencies at the junior high school level,develops mainly through statistics and probability studies.To promote its effective implementation in teaching,this study,grounded in learning progression theory,constructs a three-tiered assessment framework with distribution,randomness,and inference as the progressive variables via theoretical construction and empirical validation.An instrument was developed based on the framework and administered to 994 Shanghai students in grades 6-9.Rasch model analysis confirms the uni-dimensionality of data sense.Item difficulty distribution is appropriate,effectively distinguishing students'performance across ability levels.Students'abilities increase significantly with their grade level.The framework effectively captures students'proficiency levels in data sense,providing reliable theoretical support and assessment tools for teaching practice.
吴颖康;沈湘瑜;鲍建生;蔡金法
华东师范大学 数学科学学院 上海市核心数学和实践重点实验室,上海 200241华东师范大学 数学科学学院 上海市核心数学和实践重点实验室,上海 200241华东师范大学 数学科学学院 上海市核心数学和实践重点实验室,上海 200241美国特拉华大学 数学系,纽瓦克 19716
社会科学
数据观念测评框架学习进阶Rasch模型核心素养
data senseassessment frameworklearning progressionRasch modelkey competency
《数学教育学报》 2026 (2)
31-40,10
中国教育学会教育科研专项课题——数据观念的内涵、发展和测评(22ZS091402ZA)上海市科学技术委员会资助课题——核心数学与实践(22DZ2229014)
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