Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Madeleine Kingan, Jon Star
Harvard Graduate School of Education
⬇ Download PDFPrior work demonstrates that learners are often over-confident in their performance. However, this type of monitoring may function differently when considering its developmental trajectory in mathematics. Using item response theory, we ask: (1) What was the relationship between confidence and accuracy on a mathematics standardized test in 5th to 8th grade students? (2) Were students differentially over-confident by age, over and above proficiency, at the item level? The findings demonstrated a positive relationship between confidence and accuracy. Older students were more over-confident than younger students and were often justified in this over-confidence. These findings demonstrate both consistencies and inconsistencies with prior domain-general, mathematics-specific, and developmental work.
MathematicsAccuracyConfidenceMetacognitionAssessment