Análisis factorial confirmatorio del IPAM en escolares de tercer curso de primaria

  1. Jiménez, Juan E. 1
  2. de León, Sara C. 1
  1. 1 Universidad de La Laguna.
Revista:
Revista Evaluar

ISSN: 1667-4545

Año de publicación: 2017

Volumen: 17

Número: 2

Tipo: Artículo

DOI: 10.35670/1667-4545.V17.N2.18723 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista Evaluar

Objetivos de desarrollo sostenible

Resumen

Este estudio pretende evaluar la estructura factorial del instrumento Indicadores de Progreso de Aprendizaje en Matemáticas (IPAM) mediante la técnica de análisis factorial confirmatorio (AFC). Con este fin, se ha llevado a cabo un estudio longitudinal con una muestra de 234 alumnos de tercer curso de educación primaria de las Islas Canarias, a los que se administró el instrumento IPAM, un instrumento de medición basado en el currículo (CBM, por sus siglas en inglés, curriculum-based measurement), y cuyo principal objetivo es el cribado universal y la evaluación del progreso en el aprendizaje en matemáticas del alumnado de educación primaria. Este instrumento está compuesto por tres medidas paralelas (A, B y C), que pretenden medir una misma estructura latente, el sentido numérico, por medio de la resolución de cinco tareas de fluidez (comparación numérica, operaciones de dos dígitos, series numéricas, operaciones de un dígito y valor de posición). El IPAM fue aplicado en tres momentos diferentes a lo largo del año escolar (i.e., otoño, invierno y primavera) y los resultados del AFC mostraron un buen ajuste del modelo propuesto en los distintos momentos de medida.

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Fuente de los datos: Dialnet