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Explanatory latent variable modeling of mathematical ability in primary school : crossing the border between psychometrics and psychology

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Figure

Table 2.1 displays several specifications of the items: the numbers involved in the division problem, whether the problem was presented in a realistic context, what the correct answer was given the context, and the percentage correct answers in either 1997
Table 2.3 shows this transformation of part of Table 2.2.
Table 2.4 displays proportions of use of the four main strategies, separately for the 1997 and the 2004 assessment
Figure 2.3 displays the probabilities of using each strategy on the 19 items, for each particular class
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