id: 05954978
dt: a
an: 2011e.00297
au: Breen, Sinead; Cleary, Joan; O’Shea, Ann
ti: Measuring students’ persistence on unfamiliar mathematical tasks.
so: Joubert, M. (ed.), Proceedings of the British Society for Research into
Learning Mathematics (BSRLM). Vol. 30, No. 3. Proceedings of the day
conference, Newcastle University, UK, November 13, 2010. London:
British Society for Research into Learning Mathematics (BSRLM). 19-24
(2010).
py: 2010
pu: London: British Society for Research into Learning Mathematics (BSRLM)
la: EN
cc: C73 C74 D63 D64
ut: persistence; unfamiliar tasks; self-reporting measures; beliefs; self
concept
ci:
li:
ab: Summary: 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.
rv: