Personal Need for Structure and Fractions in Mathematical Education

The research was aimed at finding relations between mathematical knowledge and cognitive individual variable. We realized the experiment with 162 students of the Constantine the Philosopher University in Nitra, Slovakia. We had two variables—the personal need for structure (PNS) as a cognitive-indiv...

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Detalles Bibliográficos
Autores principales: Švecová, Valéria, Rybanský, Ľubomír, Pavlovičová, Gabriela
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2022
Materias:
Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9141254/
https://www.ncbi.nlm.nih.gov/pubmed/35621513
http://dx.doi.org/10.3390/ejihpe12050033
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author Švecová, Valéria
Rybanský, Ľubomír
Pavlovičová, Gabriela
author_facet Švecová, Valéria
Rybanský, Ľubomír
Pavlovičová, Gabriela
author_sort Švecová, Valéria
collection PubMed
description The research was aimed at finding relations between mathematical knowledge and cognitive individual variable. We realized the experiment with 162 students of the Constantine the Philosopher University in Nitra, Slovakia. We had two variables—the personal need for structure (PNS) as a cognitive-individual variable and knowledge of the fraction as a mathematical variable. The relationships between the factors of the personal need for structure scale and the knowledge of fractions were determined by the IRT model. We have proven a negative correlation between the successful solving of fraction test and score in the PNS scale. This means that the higher the success rate of solving the fraction tasks, the lower the overall score on the personal need for structure scale and its subfactors.
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spelling pubmed-91412542022-05-28 Personal Need for Structure and Fractions in Mathematical Education Švecová, Valéria Rybanský, Ľubomír Pavlovičová, Gabriela Eur J Investig Health Psychol Educ Article The research was aimed at finding relations between mathematical knowledge and cognitive individual variable. We realized the experiment with 162 students of the Constantine the Philosopher University in Nitra, Slovakia. We had two variables—the personal need for structure (PNS) as a cognitive-individual variable and knowledge of the fraction as a mathematical variable. The relationships between the factors of the personal need for structure scale and the knowledge of fractions were determined by the IRT model. We have proven a negative correlation between the successful solving of fraction test and score in the PNS scale. This means that the higher the success rate of solving the fraction tasks, the lower the overall score on the personal need for structure scale and its subfactors. MDPI 2022-04-29 /pmc/articles/PMC9141254/ /pubmed/35621513 http://dx.doi.org/10.3390/ejihpe12050033 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Švecová, Valéria
Rybanský, Ľubomír
Pavlovičová, Gabriela
Personal Need for Structure and Fractions in Mathematical Education
title Personal Need for Structure and Fractions in Mathematical Education
title_full Personal Need for Structure and Fractions in Mathematical Education
title_fullStr Personal Need for Structure and Fractions in Mathematical Education
title_full_unstemmed Personal Need for Structure and Fractions in Mathematical Education
title_short Personal Need for Structure and Fractions in Mathematical Education
title_sort personal need for structure and fractions in mathematical education
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9141254/
https://www.ncbi.nlm.nih.gov/pubmed/35621513
http://dx.doi.org/10.3390/ejihpe12050033
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