Correlation between student performance in linear algebra and categories of a taxonomy

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Show simple item record Reid, A. en_US Petocz, P. en_US Smith, G. H en_US Wood, L. N en_US
dc.contributor.editor Vakalis I en_US 2009-11-09T02:47:19Z 2009-11-09T02:47:19Z 2002 en_US
dc.identifier 2004003570 en_US
dc.identifier.citation Wood, L. et al. 2002 'Correlation between student performance in linear algebra and categories of a taxonomy', 2nd International Conference on the Teaching of Mathematics, John Wiley & Sons, University of Crete, Greece, pp. NA-NA. en_US
dc.identifier.issn 0-471-46332-9 en_US
dc.identifier.other E1 en_US
dc.description.abstract This paper concerns a study of the performance of students in a recent linear algebra examination. We investigated differences in performance in tasks requiring understanding of the concepts with those that required only the use of routine procedures and factual recall. Central to this study was the use of a taxonomy, based on Bloom's Taxonomy, for characterising assessment tasks, which we have described in previous publications. The ful1 taxonomy has 8 categories, which fall into 3 broad groups. The first group (A) encompasses tasks which could be successfully done using a surface learning approach, while the other two (B and C) require a deeper learning approach for their successful completion. Tasks on the examination paper were put into one of the three groups and comparisons were made concerning the performance of individual students in each of these areas. There are several interesting areas to investigate. The first is to identify those students whose performance in group A was markedly different to their performance on groups B and C. There is considerable disquiet amongst mathematics lecturers at tertiary level as to the routine algebraic skills of incoming students and of students studying mathematics at university (see for example the ICMI Study into the Teaching and Learning of Mathematics at University Level, 2001). There is a conjecture that students who have poor technical skills are not able to succeed in university mathematics. The contrapositive conjecture that good technical skills (such as algebraic dexterity) are necessary for success in university mathematics is often taken for granted. The taxonomy allows us to test this hypothesis as we can compare performance in group A tasks (routine) with performance in higher level B and C tasks. We have also investigated whether or not the data supports any systematic effect of differences in sex or language background in the performance on the three groups. The sample contained a large cohort of students with who had a home language other than English. We tested the hypothesis that such students would have difficulty with the conceptual aspects of the course, since these normal1y require greater language facility. This proved not to be the case. en_US
dc.publisher John Wiley & Sons en_US
dc.relation.isbasedon en_US
dc.title Correlation between student performance in linear algebra and categories of a taxonomy en_US
dc.parent Proceedings of the 2nd International Conference on the Teaching of Mathematics en_US
dc.journal.volume en_US
dc.journal.number en_US
dc.publocation New Jersey, USA en_US
dc.identifier.startpage NA en_US
dc.identifier.endpage NA en_US Science en_US
dc.conference 2nd International Conference on the Teaching of Mathematics en_US
dc.conference.location University of Crete, Greece en_US
utslib.copyright.status Closed Access 2015-04-15 12:17:09.805752+10

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