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Quality of Learning Support for Mathematics in Transition to University

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Quality of Learning Support for Mathematics in Transition to University

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dc.contributor.author Pampaka, Maria es_ES
dc.contributor.author Hutcheson, Graeme es_ES
dc.contributor.author Williams, Julian es_ES
dc.date.accessioned 2020-04-01T11:18:11Z
dc.date.available 2020-04-01T11:18:11Z
dc.date.issued 2014-08-29
dc.identifier.issn 1887-4592
dc.identifier.uri http://hdl.handle.net/10251/139972
dc.description.abstract [EN] We   report   on   the   development   and validation  of  an  instrument  that measures students’ perceptions of ‘the quality and effectiveness of the learning support’ (for mathematics) during their transition to university. This is achieved through  quantitative  analyses  of students’ survey data – including some predictive modelling with the measure -  complemented  with  insights  from interview data. The construct validation of the measure was performed using the Rasch Rating Scale Model (RSM). Results include fit and category statistics and the construct hierarchy which is presented with  some  extracts  from  interview data. The paper concludes with some educational implications and examples of how this measure can be used to give substantial practical results. es_ES
dc.description.abstract [ES] Este artículo muestra el desarrollo y la validación de un instrumento de medida de las percepciones de los estudiantes de secundaria acerca de, la calidad y la eficacia del apoyo para el aprendizaje de las matemáticas, en el proceso de transición a la educación superior. Para ello, se ha llevado a cabo un análisis cuantitativo de los datos obtenidos mediante un estudio de encuesta que, tomando algunos modelos de predicción, ha conjugado otros datos derivados de entrevistas. La validación de constructo de la medida se ha realizado mediante el RSM (Rating Scale Model) de Rasch. Los resultados incluyen estadísticos de ajuste y de categorías, así como la jerarquización del constructo con algunos extractos de los datos de las entrevistas. El artículo finaliza aportando las principales implicaciones educativas que se derivan de este proceso, mostrando ejemplos de cómo esta medida puede ser utilizada para obtener resultados prácticos importantes sobre el apoyo en el aprendizaje de las matemátticas en los procesos de transición educativa. es_ES
dc.language Inglés es_ES
dc.publisher Universitat Politècnica de València es_ES
dc.relation.ispartof REDU. Revista de Docencia Universitaria es_ES
dc.rights Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) es_ES
dc.subject Higher Education es_ES
dc.subject Transition es_ES
dc.subject Mathematics education es_ES
dc.subject STEM es_ES
dc.subject Teaching and learning Quality es_ES
dc.subject Measurement es_ES
dc.subject Rasch model es_ES
dc.subject Educación superior es_ES
dc.subject Transiciones es_ES
dc.subject Educación matemática es_ES
dc.subject Educación científico-tecnológica y matemática es_ES
dc.subject Enseñanza y aprendizaje de calidad es_ES
dc.subject Medida es_ES
dc.subject Modelo de Rasch es_ES
dc.title Quality of Learning Support for Mathematics in Transition to University es_ES
dc.title.alternative Calidad del apoyo para el aprendizaje de las matemáticas en la transición a la Universidad. es_ES
dc.type Artículo es_ES
dc.identifier.doi 10.4995/redu.2014.5642
dc.rights.accessRights Abierto es_ES
dc.description.bibliographicCitation Pampaka, M.; Hutcheson, G.; Williams, J. (2014). Quality of Learning Support for Mathematics in Transition to University. REDU. Revista de Docencia Universitaria. 12(2):97-118. https://doi.org/10.4995/redu.2014.5642 es_ES
dc.description.accrualMethod OJS es_ES
dc.relation.publisherversion https://doi.org/10.4995/redu.2014.5642 es_ES
dc.description.upvformatpinicio 97 es_ES
dc.description.upvformatpfin 118 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.description.volume 12 es_ES
dc.description.issue 2 es_ES
dc.identifier.eissn 1887-4592
dc.relation.pasarela OJS\5642 es_ES
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