AI 中文总结
本研究验证并探索三项学生意义建构相关测量工具的预测效度，识别出两个参与因子，发现意义建构效用预测性最强，为监测数学课堂意义建构提供了可靠可扩展的工具包。
AI 中文摘要
要求学生对数学进行意义建构的教学实践被认为对学习成果至关重要，但大规模测量此类教学的策略尚未确立。本研究旨在验证并探索三项学生调查测量工具的预测效度：学生参与数学意义建构相关教学实践的机会、参与时的舒适感，以及参与此类实践的效用。我们使用初始样本（1955名美国中学生的回答）进行探索性因子分析，以确立意义建构的构念结构，识别出反映学生在数学意义建构中主动与被动参与的两个不同因子。随后，我们分析了同一背景下两年内收集的另外3170份调查数据，以确认测量属性并评估这些测量工具的预测效度。最终的测量工具涵盖学生报告的参与意义建构实践的机会（意义建构机会）、参与此类实践的舒适感（意义建构舒适感），以及他们在解决新的或困难的数学问题时感知到的此类实践的效用（意义建构效用）。尽管意义建构舒适感和意义建构效用在两年内均表现出较强的预测效度，但意义建构效用提供了最可靠的学生意义建构估计值。这些发现为研究人员和从业者提供了一套心理测量学上可靠、可扩展的工具包，用于监测数学课堂中的意义建构，对教学质量的大规模研究以及教师持续监测和改进自身实践均具有重要意义。
英文摘要
Instructional practices that require student sensemaking of mathematics are considered critical to learning outcomes, yet strategies for measurement of this instruction at scale have yet to be established. This study aims at validating and exploring the predictive validity of three student survey measures: students' opportunity to engage with, comfort engaging with, and utility of engaging with instructional practices targeting sensemaking in mathematics. Using an initial sample of 1,955 US middle school student responses, we conducted exploratory factor analysis to establish sensemaking construct structure, identifying two distinct factors reflecting students' active and passive participation in mathematical sensemaking. We then analyzed data from an additional 3,170 surveys collected over two years in the same context to confirm measurement properties and evaluate the measures' predictive validity. The resulting measures capture students' reported opportunities to engage in sensemaking practices (Sensemaking Opportunity), their comfort with engaging in those practices (Sensemaking Comfort), and their perceived utility of those practices when tackling new or difficult math problems (Sensemaking Utility). While Sensemaking Comfort and Sensemaking Utility both showed strong predictive validity over two years, Sensemaking Utility provided the most reliable estimates of student sensemaking. These findings offer researchers and practitioners a psychometrically sound, scalable toolkit for monitoring sensemaking in mathematics classrooms with implications for both large-scale research on instructional quality and teachers' ongoing efforts to monitor and improve their practice.
Comments40 pages, 3 figures, 8 tables
