Assessing the Cross-cultural Applicability of Number Lines in Conducting Arithmetic Operations Using Structural Equation Modelling: A Comparative Study Between Cypriot, Italian and Greek Primary Pupils

Abstract

This study provides construct related evidence of the Arithmetical Operations Test (AOT) using data from 432 year 2 pupils from Cyprus, Greece and Italy. Deliberately, items involving the use of numberline diagrams have been included in the test. Thus, analysis of the internal factor structure of the AOT through structural equation Modelling procedures helped us investigate the relationship between pupils’ ability to perform arithmetic operations with and without the use of number line diagrams. Acceptable fit was obtained using structural equation Modelling procedures for the theoretical four-factor first-order structure. The second-order analysis revealed one second-order factor which can be seen as an indication of the fact that the four subdomains refer to skills and conceits which are related to pupils’ understanding of whole number operations. Results are discussed with reference to intended uses of the assessment and its score in the context of the debate about the appropriateness of using number line diagrams to assess pupils’ understanding of whole number operations. Suggestions for further research are also provided.