Seyed Ehsan Afsharizadeh; Hamidreza Hassanabadi; mohamdhosein abdollahi; Hadi Keramati
Abstract
This study aimed to compile and validate the TIMSS Numeracy and TIMSS 2015 Mathematics Examination Short Form for 4th-Grade Primary Students in knowing and reasoning. The statistical population included all 4th-grade students in Qom, Pardisan area from which 155 boy and girl students were selected by ...
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This study aimed to compile and validate the TIMSS Numeracy and TIMSS 2015 Mathematics Examination Short Form for 4th-Grade Primary Students in knowing and reasoning. The statistical population included all 4th-grade students in Qom, Pardisan area from which 155 boy and girl students were selected by accessible sampling. Students took the 49-item math knowing and reasoning ability test of TIMSS Numeracy and TIMSS 2015. The collected data were analyzed by Independent t-test, Wilcoxon signed-rank test, and Psychometric Indicators such as Kudr-Richardson 20. The findings showed there is a significant difference between boys and girls in mathematical reasoning and also a significant difference between mathematical knowing and reasoning. Finally, it resulted in a 27-question mathematics examination including 15 mathematical knowing questions and 12 mathematical reasoning questions with desirable psychometric indicators, including the reliability coefficient of 0/73. The results indicated gender affects mathematical reasoning, and mathematical knowing level is higher than mathematical reasoning. The important result is the short form math exam which helps researchers and teachers take a standard math exam in a short time.
