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See detailTaking Language Oout Of The Equation: The Assessment Of Basic Math Competence Without Language
Greisen, Max UL

Doctoral thesis (2020)

Although numeracy, next to literacy, is an essential skill in many knowledge based societies of the 21st century, between 5 and 10 % of the population suffer from more or less severe mathematics learning ... [more ▼]

Although numeracy, next to literacy, is an essential skill in many knowledge based societies of the 21st century, between 5 and 10 % of the population suffer from more or less severe mathematics learning disorders or dyscalculia. However, mathematical ability is not a pure construct. Instead, mathematical ability maintains a complex relationship with linguistic abilities. This relationship has significant implications for the assessment of a person’s mathematical ability in multilingual contexts. The hereby presented research project addresses the consequences of that relationship in the context of Luxembourg, a highly multilingual country at the center of Europe. The aim of the project was to tackle psychometric issues that arise when the test taker does not master the language of the test sufficiently and to offer an alternative solution to available assessment batteries based on verbal instructions and tasks. In the first study, we demonstrate the role of reading comprehension in the language of instruction on third grader’s performance in mathematics in Luxembourg and show that non-native speaker’s underachievement in mathematics can be largely or entirely explained by their lacking reading comprehension in the language of assessment. In the next study we report on the two first pilot studies with NUMTEST, an assessment battery that aims to measure children’s basic mathematical competence by replacing verbal instructions and task content with video instructions and animated tasks. The findings of these studies show that children’s basic mathematical competence can indeed be reliably assessed using this new paradigm. Opportunities and limitations of the paradigm are discussed. The third and final study of this project addresses the psychometric characteristics of this newly developed assessment battery. Its findings show that the NUMTEST battery provides for good reliability and concurrent validity all while being language neutral. In summary, the presented project provides for an encouraging proof of concept for the video instruction method while offering preliminary evidence for its validity as an early screener for math learning difficulties. [less ▲]

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See detailThe results of CCM.G-K2.2017 key comparison
WU, Shuqing; FENG, Jinyang; LI, Chunjian et al

in Metrologia (2020), 57(1A), 07002--07002

The CCM.G-K2.2017 comparison was organised for the purpose of determination of the degree of equivalence of the national standards for free-fall acceleration measurement. The comparison was held in the ... [more ▼]

The CCM.G-K2.2017 comparison was organised for the purpose of determination of the degree of equivalence of the national standards for free-fall acceleration measurement. The comparison was held in the Changping Campus of National Institute of Metrology China (NIM), from October to November in 2017. This is the first time that such a comparison is organized outside of the Europe continent and establishes a new global comparison sites in China. This comparison is also the largest ever organized with the participation of 13 instruments. We give the list of the participants who actually performed measurements during the comparison, the data (raw absolute gravity measurements and their uncertainties) submitted by the participants as well as the results of the vertical gravity gradient at the comparison sites. The measurement strategy is briefly discussed and the data elaboration is presented. Finally, the results of the data adjustment are presented including the degrees of equivalence (DoE) of the absolute gravimeters and the key comparison reference values (KCRVs). Overall, the measurements of KC instruments are all consistent given the declared uncertainties. Main text To reach the main text of this paper, click on Final Report. Note that this text is that which appears in Appendix B of the BIPM key comparison database kcdb.bipm.org/. The final report has been peer-reviewed and approved for publication by the CCM, according to the provisions of the CIPM Mutual Recognition Arrangement (CIPM MRA). [less ▲]

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See detailWhy are male students less likely to opt for social science courses? A theory-driven analysis
Haunberger, Sigrid; Hadjar, Andreas UL

in International Social Work (2020), early online

In this article, we discuss the question of why only a few men decide to study social science courses such as social work. While the conceptual base of our analysis includes the theory of planned ... [more ▼]

In this article, we discuss the question of why only a few men decide to study social science courses such as social work. While the conceptual base of our analysis includes the theory of planned behaviour and theories centring on gender role orientations, the empirical base is a random cluster sample of high-school graduates in Switzerland. The results show different gender effects, as well as direct and indirect effects, for all the theory of planned behaviour factors. Gender role orientations and the question of how a social science profession fits one’s own gender identity appear to be of particular importance only among male students. [less ▲]

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See detailParent's attitudes towards mathematics, home math-related activities and their effect on preschoolers'skills in early numeracy
Poncelet, Débora UL; Tazouti, Youssef; Baye, Ariane et al

in Berqvist, Ewa; Österholm, Magnus; Granberg, Carina (Eds.) et al Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (2018, July 07)

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