Abstract
The data presented here were collected from 301 grade 11 students selected from six public secondary schools within one district. These students participated in a quasi-experimental study whose aim was to investigate the effects of the Student-Teams Achievement Division (STAD) on students’ mathematical reasoning. Six intact classes from the participating schools were selected using a cluster random sampling method, three of which were randomly assigned to the control group while the other three were randomly assigned to the experimental group. Respondents’ demographic information (identity, gender, school type, and age) are presented alongside their raw scores on pretest and posttest measures. The mathematical reasoning test (MRT) items presented to students aimed at assessing their conjecturing, justifying and mathematizing abilities. Student scores from each of these three mathematical reasoning dimensions were aggregated to form a total score for both the pretest and posttest measures. These data can provide some insights into the extent to which different learning conditions can support the development of reasoning among the learners of school mathematics. The MRT items presented in the supplementary data files can also act as a basis for the formulation of new tasks aimed at assessing students’ mathematical reasoning skills.
Highlights
The data presented here were collected from 301 grade 11 students selected from six public secondary schools within one district
The mathematical reasoning test (MRT) items presented to students aimed at assessing their conjecturing, justifying and mathematizing abilities
The test was administered to 301 grade 11 students before and after the intervention Raw Six grade 11 intact classes were randomly selected from six secondary schools clustered into low, moderate and high average performance, and randomly assigned to the control and experimental groups
Summary
The quasi-experimental data described here were collected via a mathematical reasoning test (MRT) that comprised a total of 16 test items organized under 7 questions. Demographic variables such as a respondent’s identity, gender, school type, and age have been specified in the dataset. After administration and marking of the posttest, students’ ability levels for each of the three dimensions (conjecturing, justifying and mathematizing) were determined as “adequate or inadequate” as prescribed in the variable view of the MR Dataset.sav file. Scores falling below 50% at school certificate level are classified as not being adequate enough to warrant a college or university place for all individuals seeking to enroll for various study programs
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