A Study Of Fractional Learning Progression Based On Rasch Measurement Theory

Learning progression studies the development process of students' thinking on a learning topic over a long period of time.It can organically link the curriculum,teaching and evaluation,and its research conclusions can not only promote educational research,but also have certain guiding significance for daily teaching.In the literature research,it is found that the fraction is one of the most complex and difficult contents in primary school,and is closely related to the learning of other knowledge,so I choose to explore the learning progression of the fraction concept.This study belongs to the basic research of learning progression,that is,to explore the thinking process of fraction concept learning by means of empirical research.The research mainly adopts the method of investigation and Rasch measurement theory to analyze students' cognition of scores.Firstly,questionnaires related to the investigation and research on cognition or learning of fractions difficulties at home and abroad and the test questions in the part of fractions in the international test TIMSS were analyzed to find out the items with similar research purposes.According to the needs of this study,appropriate modifications were made to obtain the original test questions.Secondly,two classes in grade four were selected for the prediction test.The WINSTEP software was used to conduct statistical analysis on the quality of the prediction test questions,and the test questions with abnormal performance were deleted and modified appropriately to obtain the formal test questions.Finally,seven classes at different levels of grade 4,grade 5 and grade 6 were selected for the formal test and the test data were statistically analyzed.The results show that the formal test items meet the requirements of one dimension,the reliability of the whole test item is good,and it can distinguish the subjects at different levels well.The fitting degree of each item and the model is basically within the acceptable range.By analyzing the difficulty value of the test paper from different angles,the progressive law of the students' fraction concept is analyzed,and the final model of the fraction learning progression is obtained.The findings of this study:1.According to the difficulty and cognitive characteristics of each cognitive task,the learning progression of fraction concept can be divided into four levels: Level 0,students have a preliminary perception of the concept of fractions,accumulated a certain cognitive basis;Level 1,with the help of intuitive understanding of the meaning of fractions,students can perform simple size comparison and addition and subtraction operations,and can represent fractions in continuous graphs;Level 2,students have a further understanding of the meaning and nature of fractions,can understand the equivalent fraction,and use the basic properties of fractions to compare the size of two fractions with different denominators,can represent the fraction in the discrete graph;Level 3,each fraction task meets the requirements of the teaching objectives,and students can have a comprehensive understanding and comprehensive application of the nature and operation of fractions.2.WINSTEPS software was used to investigate the reliability,unidimensional,fitting,and project-subject of the test questions,and it was found that the measuring tools were of good quality and could be used to investigate the score learning progression of student3.As the grade rises,the cognition of the students on each score task gradually improves,especially the progression from grade 5 to grade 6 is the most obvious.The distribution of students in different grades at different levels also has a certain degree of hierarchy,with most of the students in grade four at level 1 and level 2,most of the students in grade five at level 2 and level 3,and most of the students in grade six at level 3.In addition,on the whole,there is no significant gender difference in the progression process of fraction concept,except that boys' cognition is slightly better than girls' in the expression of scores of equivalent scores and discrete graphs.At the end of the study,some Suggestions are put forward on the curriculum arrangement and classroom teaching of fraction,and some ideas are provided for the further research of related topics.