kvmolurОбразование и саморазвитиеEducation and Self-Development1991-7740Казанский (Приволжский) федеральный университет10.26907/esd.18.4.12PKUHQMkvmolur-100Research ArticleСтатьиПроблема разработки методов измерения точности репрезентации количества на всем протяжении школьного обученияEstimating Accuracy of Quantity Representation During the Whole Schooling Period: Problems of Methods Developmenthttps://orcid.org/0000-0002-6748-763XТихомироваТ. Н.TikhomirovaT.

Татьяна Н. Тихомирова

Москва

Tatiana Tikhomirova

Moscow

tikho@mail.ruhttps://orcid.org/0000-0002-3786-7447МалыхС. Б.MalykhS.

Сергей Б. Малых

Москва

Sergey Malykh

Moscow

malykhsb@mail.ruПсихологический институт РАОРоссияPsychological Institute of the Russian Academy of EducationRussian Federation202329092025184157170Copyright © Тихомирова Т.Н., Малых С.Б., 20252025Тихомирова Т.Н., Малых С.Б.Tikhomirova T., Malykh S.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://kvmolur.elpub.ru/jour/article/view/100

Актуальность и социальная востребованность разработки методов измерения точности репрезентации количественной информации связана с необходимостью анализа специфических когнитивных функций, которые лежат в основе индивидуальных различий в скорости и качестве усвоения школьных знаний. Среди показателей когнитивного развития репрезентация количества, выраженного в символическом, несимволическом и смешанном формате, является одной из самых необходимых для успешного обучения математике в школе. В статье представлены результаты разработки и адаптации трех тестов «Чувство числа», «Числовая линия» и «Точки и числа», направленных на измерение точности репрезентации количественной информации в виде множеств объектов, чисел, а также при их смешении. В процессе адаптации тестов общее количество участников исследования достигло 1751 ученика 1–11-х классов в возрасте от 6,8 до 18,8 года, из них 48,8% девочек. Для каждого теста проведен анализ внутренней согласованности, рассчитаны описательные статистики, проанализировано распределение показателей точности репрезентации количества на различных уровнях общего образования. Результаты анализа показали удовлетворительные психометрические характеристики компьютеризованных тестов репрезентации количества, что свидетельствует об их надежности и возможности применения на начальном, основном и полном уровнях общего образования.

The relevance and social demand for developing methods for measuring the accuracy of representation of quantitative information are associated with the need to analyze specific cognitive functions that underlie individual differences in speed and quality of learning in school. Expressed in symbolic, non-symbolic and mixed formats, representation of quantity is one of the most important cognitive functions that determines the success of learning mathematics. The article presents the results of the development and adaptation of three tests – “Number Sense”, “Number Line” and “Dot Number Task” – that measure the accuracy of the representation of quantitative information presented as sets of objects, numbers, and their combinations. The total number of study participants involved in the process of test adaptation amounted to 1,751 students in grades 1–11 aged from 6.8 to 18.8 years, of which 48.8% were girls. For each test, an internal consistency analysis was carried out, descriptive statistics were calculated, and the distribution of indicators of quantity representation accuracy at various levels of general education was analyzed. The results of the analysis showed satisfactory psychometric characteristics of computerized tests, which indicates their reliability and makes them suitable for application at the primary, basic and full levels of general education.

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The authors declare that there are no conflicts of interest present.