| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 366012 | Learning and Instruction | 2007 | 12 Pages |
Based on a synthesis of the literature in inductive reasoning, a framework for prescribing and assessing mathematics inductive reasoning of primary school students was formulated and validated. The major constructs incorporated in this framework were students' cognitive abilities of finding similarities and/or dissimilarities among attributes and relations of mathematical concepts. The framework was validated through data obtained from 135 fifth grade students in Cyprus, using confirmatory factor analysis, and proved to be consistent with the data, leading to the conclusion that six distinct cognitive processes aiming at detecting similarity and/or differences in attributes and relations are used for the solution of inductive mathematics problems dealing with attributes or relationships. The framework provides a theoretical foundation for curriculum designers and for assessment programs in mathematics inductive reasoning.
