Παραγοντική Διερεύνηση του MathPro, ενός Ψυχομετρικού Εργαλείου Εντοπισμού Μαθησιακών Δυνατοτήτων και Δυσκολιών στα Μαθηματικά

Abstract

The purpose of this work is to investigate the structure of a newly created computer-aided mathematical test battery designed to detect mathematical learning difficulties based on four cognitive factors. It was based on the four-pronged model of categorizing basic mathematical skills in the domains of: number, memory, reasoning, and visual-spatial ability (Karagiannakis, Baccaglini, & Papadatos, 2014; Karagiannakis, Baccaglini, & Roussos, 2017). The main objective of this work is to investigate whether the designed mathematical tool classifies the mathematical skills involved in mathematics learning in the four aforementioned areas, in each elementary classroom. In particular, this paper looks at how the 18 MathPro test groups are grouped into each grade of elementary school, through factor analysis of principal components. Initially, the reliability and validity of the quadruple model is checked by investigating the distribution of factors in each class. Secondly, any differences between the factors that emerged from each step are sought. The sample of the project comes from 2371 students from 1st to 6th grade. The results of the empirical study and the resulting analyzes indicate that the distribution of factors by school class differs.