Multifaceted assessment of children’s inversion understanding Achievement

Abstract

To address the issue of single-facet assessment in the investigation of children’s inversion understanding, the current study examined this topic using three different assessment methods: evaluation of examples, explicit recognition and application of procedures. A sample of 110 fourth to sixth graders were assessed on these three inversion measures and two mathematics achievement tests. The latent profile analysis (LPA) revealed a seven-class solution, with each class having a different inversion profile. The seven classes were unevenly distributed across the three grades, and more importantly, demonstrated different levels of mathematics achievement. In general, classes with superior performance in the inversion tasks are higher math achievers. The findings provide supporting evidence to the multifaceted nature of inversion understanding as well as the relation between inversion understanding and mathematics achievement.