Análisis Factorial Confirmatorio del IPAM en Escolares de Tercer Curso de Primaria
DOI:
https://doi.org/10.35670/1667-4545.v17.n2.18723Palabras clave:
sentido numérico, educación primaria, matemáticas, análisis factorial confirmatorio, medida basada en el currículoResumen
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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Derechos de autor 2017 Juan E. Jiménez
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