TY - JOUR

T1 - Modeling and assessing mathematical competence over the lifespan

AU - Neumann, Irene

AU - Duchhardt, Christoph

AU - Grüßing, Meike

AU - Heinze, Aiso

AU - Knopp, Eva

AU - Ehmke, Timo

PY - 2013

Y1 - 2013

N2 - Mathematical literacy is regarded as an important prerequisite to master-ing problems of everyday life. In the German National Educational Panel Study (NEPS), mathematics has therefore been included as a central domain of com-petence development over the lifespan. To track the development of mathemati-cal competence in individuals, instruments are needed that provide coherent and consistent measures. The instruments are based on a theoretical framework of mathematical competence over the lifespan. The framework consists of a content-related and a cognitive dimension. The content areas diff erentiate between four overarching ideas of mathematics. The cognitive component consists of six cogni-tive processes that are needed to solve mathematics-related problems. Following this structure, the NEPS framework for mathematical competence is compatible with the underlying framework of the PISA studies and with the framework of the German Mathematics Education Standards. The main focus of the manuscript is to accurately describe the NEPS framework of mathematical competence over the lifespan. First, the concept of mathematical competence, on which the NEPS mathematics tests are based, is explained in detail. Then, exemplary items for dif-ferent age groups illustrate the interplay of content areas and cognitive compo-nents. Finally, initial insight into the tests’ quality is provided on the basis of pilot studies in Grade 9 of secondary school and in the adult samples.

AB - Mathematical literacy is regarded as an important prerequisite to master-ing problems of everyday life. In the German National Educational Panel Study (NEPS), mathematics has therefore been included as a central domain of com-petence development over the lifespan. To track the development of mathemati-cal competence in individuals, instruments are needed that provide coherent and consistent measures. The instruments are based on a theoretical framework of mathematical competence over the lifespan. The framework consists of a content-related and a cognitive dimension. The content areas diff erentiate between four overarching ideas of mathematics. The cognitive component consists of six cogni-tive processes that are needed to solve mathematics-related problems. Following this structure, the NEPS framework for mathematical competence is compatible with the underlying framework of the PISA studies and with the framework of the German Mathematics Education Standards. The main focus of the manuscript is to accurately describe the NEPS framework of mathematical competence over the lifespan. First, the concept of mathematical competence, on which the NEPS mathematics tests are based, is explained in detail. Then, exemplary items for dif-ferent age groups illustrate the interplay of content areas and cognitive compo-nents. Finally, initial insight into the tests’ quality is provided on the basis of pilot studies in Grade 9 of secondary school and in the adult samples.

KW - Empirical education research

KW - Mathematical Literacy; Mathematische Kompetenz; Diagnose; Lebensspanne

KW - Mathematical literacy

KW - Mathematische Kompetenz

KW - Diagnose

KW - Lebensspanne

M3 - Journal articles

VL - 5

SP - 80

EP - 109

JO - Journal for Educational Research Online

JF - Journal for Educational Research Online

SN - 1866-6671

IS - 2

ER -