Abstract
The research project School Effectiveness in Teaching-Learning of Mathematics allowed a longitudinal study in the primary, elementary and lower secondary education which was conducted between 2004 and 2009 in Portugal. It stated as one of the specific objectives the development and promotion of quantitative methods in education, particularly in mathematics education. This chapter presents a latent class model with concomitant variables applied to the data of a paired sample (data collected at the beginning and at the end of the academic year) of 276 students enrolled in the 7th grade. The response variable represents whether learning has or has not occurred during the year and the concomitant variables are scores to assess the level of fluid intelligence components. Model parameter estimates suggest that there are two distinct latent classes explained by verbal and spatial reasoning.
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Ferrão, M.E., Dias, J.G. (2013). Concomitant Latent Class Models Applied to Mathematics Education. In: Lita da Silva, J., Caeiro, F., Natário, I., Braumann, C. (eds) Advances in Regression, Survival Analysis, Extreme Values, Markov Processes and Other Statistical Applications. Studies in Theoretical and Applied Statistics(). Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-34904-1_15
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