Validez y fiabilidad de una rúbrica para detectar el talento matemático en Educación Primaria = Validity and Reliability of a Rubric to Detect Mathematical Talent in Primary Education
This study tries to validate and analyse the internal reliability of TALENTMAT 6-12 rubric by means of a pilot trial with active primary education teachers to detect mathematical talent and to foster inclusion. The participants were 30 teachers that imparted mathematics in 5th grade of primary educa...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/25107 |
| Acceso en línea: | http://hdl.handle.net/10256/25107 |
| Access Level: | acceso abierto |
| Palabra clave: | Educació inclusiva Educació primària Inclusive education Primary education Matemàtica -- Educació primària Mathematics -- Study and teaching (Primary) |
| Sumario: | This study tries to validate and analyse the internal reliability of TALENTMAT 6-12 rubric by means of a pilot trial with active primary education teachers to detect mathematical talent and to foster inclusion. The participants were 30 teachers that imparted mathematics in 5th grade of primary education and that taught mathematics to the same pupils' group when they were in 4th grade. 58 pupils were assessed with the five best scores in the diagnostic 3rd grade exams in its class from 7 Girona's schools. A mixed method was used due to the qualitative and quantitative data obtained. The affirmative answers from the closed questionnaire were calculated percentage-wise to validate elements, indicators and levels. Through the constant comparison method, the teachers' comments were analysed. to Getting a reliable rubric, two teachers assessed on an ordinal scale to a same kid. The Wilcoxon T test determined that the answers between teachers 1 and 2 were quite similar. The Cronbach Alfa coefficient depicted rubric's acceptable internal consistency. In contrast with the difficulties to figure out tools to identify mathematical talent, such investigation confirms that the rubric measures what it is planned, it is understandable and it is relevant for teachers. Teachers' comments allow hone such instrument to become sufficiently efficient, quick, simple to grasp and functional for them |
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