Developing a Mathematical Thinking Test for High Basic Stage Students in Jordan

Abstract

This study aimed at developing a mathematical thinking test for high basic stage students in Jordan. A cluster random sample technique was used to collect data from (1147) male and female 8th, 9th, and 10th graders from six schools belonging to Amman first directorate during 2012/2013 scholastic year. Item analysis revealed an acceptable discrimination and difficulty indices. The final version of the test includes (27) items. Construct validity has been investigated through examining the test factor structure. The factor analysis identified three major factors: logical reasoning, induction and generalization, and modal and symbolic. The total score and the sub-scales internal consistency coefficients ranged between (0.492, 0.649) and were found to be acceptable. One-Way ANOVA results revealed significant mean score differences on each sub-test due to the academic level variable. While males exceed females on total score, there were no significant mean score differences between males and females on all sub-scales.