Developing a Constructive Conceptual Framework of a Pre-Service Mathematics Teachers’ Content Knowledge Instrument on Space and Shape

Space and shape is one of the geometry topics that should be mastered by students and require proper teachers’ Mathematics Content Knowledge (MCK) for teaching to avoid misconception. This study aimed at developing a constructive conceptual framework as an instrument to examine mathematics pre-service teachers’ MCK on space and shape contents and describing their profile on this topic. The present study used mixed methods, in which the obtained data were analyzed both quantitatively using Exploratory Factor Analysis (EFA) and qualitatively described in nature. The developed MCK instrument was administered to 21 senior Indonesian mathematics pre-service teachers who were in their third year of study which and by a purposive sampling technique. The results showed that the instrument had very good 10 final items with a consistent reliability coefficient of 0.67 and resulted in four factor components, namely, figural representation, area and circumference of object, relationship between properties of objects, and figural reasoning. Of the four factors, figural representation and reasoning factors had mostly been the challenges for Indonesian mathematics pre-service teachers. On the contrary, they performed better in the area and circumference of objects and the relationships between properties of objects. The findings lead to redesigning the curriculum for mathematics pre-service teachers’ learning to accommodate all their challenges.

Why Time Constraints Increase the Gender Gap in Measured Numerical Intelligence in Academically High Achieving Samples

Gender differences in the numerical domain vary greatly according to the assessment method used. We suggest that strict time constraints, as employed on most numerical intelligence tests but not on mathematical competency tests, unduly increase the gender gap in measured numerical intelligence if the test focuses reasoning. Two studies were conducted. First, 666 11th and 12th graders were randomly assigned to speeded or nonspeeded versions of verbal, figural, and numerical reasoning tests. Extending the test time reduced gender differences in numerical but not in verbal and figural reasoning. To rule out ceiling effects and to test for potential motivational and emotional effects on test performance, a second sample of 542 students completed both a speeded and a nonspeeded numerical reasoning test as well as several motivational and emotional questionnaires. In the nonspeeded condition, girls increased their performance more than boys. This effect was especially strong for female students with medium and high performances and was largely but not fully explained by emotional and motivational factors. We conclude that girls are prevented from showing their actual potential on speeded numerical reasoning tests.

Structural Validity of the OSA Figures Scale for the Online Self-Assessment of Fluid Reasoning

This investigation provides evidence of the structural validity related to scores from the Online Self-Assessment (OSA) Figures scale. This scale was constructed for the assessment of figural reasoning as part of an online self-assessment battery. Since the appropriateness of confirmatory factor analysis (CFA) of data obtained by dichotomous items has been questioned, two suitable methods including different link transformations were considered: (1) confirmatory factor analysis including the congeneric model of measurement with tetrachoric correlations as input and (2) confirmatory factor analysis according to the weighted congeneric model with probability-based covariances as input. The models tested a unidimensional structure for the scale. Support for structural validity was identified through acceptable model-data fit indices and convergence of the parameter estimates across analysis methods. Furthermore, the OSA Figures scale showed an acceptable degree of homogeneity according to McDonald’s Omega and substantial correlation with course scores.

Multiple solutions test part I: Development and psychometric evaluation

As people outside the context of testing seldom find themselves in situations where they are presented with limited options and a single correct answer, with all others being equally wrong, a modification of traditional intelligence tests (in terms of increasing its flexibility), can potentially provide a more comprehensive and a more valid measure of intelligence. Therefore, the aim of this study is the development and psychometric evaluation of the figural reasoning test in the form of matrices with multiple solutions. Unlike conventional intelligence tests, in this test the subjects are faced with more than one task, i.e., to detect: 1) the best solution ? a figure that completes a given matrix best; 2) the second-best solution ? a figure that would complete the matrix in the best way if the best answer was absent; 3) the least accurate option ? a figure that completes the given matrix in the least accurate way. In the process of test development, an initial set of 80 items was designed and administrated to a sample of 41 participants, with the goal of gaining insight into the quality and the need for adjustments of the initial item pool. Psychometric characteristics of the instrument consisting of 74 items with three types of tasks have been evaluated on a sample of 263 participants, after which the short version of the instrument is proposed. All three tasks within the test and test as a whole have shown goo d internal psychometric properties (? the best = .92, ? the second-best = .90, ? the least accurate = .87; ? full-scale = .95) offering a possibility of reliable measurement of intelligence with a brother scope.

Predicting academic success with the Big 5 rated from different points of view: Self‐rated, other rated and faked

Self‐ratings of personality predict academic success above general intelligence. The present study replicated these findings and investigated the increment of other‐ratings or intentionally distorted self‐ratings. Participants (N = 145) had to compile a personality questionnaire twice. First they were given neutral instructions. The second time they were asked to imagine a specific applicant setting. Furthermore, two peers rated each participant. Additionally, verbal, numerical and figural reasoning scores were obtained. Grades on a statistics exam obtained 2 months later served as the criterion. Results replicated prior findings and showed incremental validity for self‐ and other‐rated personality, which was stable after controlling for intelligence. Faking had no impact on the domain‐score level, but results on the facet‐score level were less encouraging. Copyright © 2010 John Wiley & Sons, Ltd.