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This research aims to construct and validate the quality of the mathematical connection ability test for grade 6 students. The samples used in this study were grade 6 students in the schools under the Office of the Chiang Mai Primary Education Area, 100 samples were used to analyze the quality, difficulty and discrimination powers of the test; and 400 samples were used for construct validity which is a test of the ability of a student to make mathematical connection. In these studies, based on Evitts (2004) conceptual framework. The results are as follows:
1. The mathematics connection ability test for grade 6 students was divided into 5 types of connections: 1) modeling connections, 2) structural connections, 3) representational connections, 4) procedure-concept connections, and 5) connection between strands of mathematics. Using mathematics content grade 6 covering the indicators and core subjects of core curriculum in basic education 2008, the test was divided into 2 sections. The first was a, multiple-choice section, and there were 20 questions based on four multi-dimensional math problems. The second part of the test consisted of 10 short answer questions where students must show their work and demonstrated their understanding. There were 30 questions in total.
2. The result of the quality of the mathematical connection ability test for grade 6 students, the content validity ranged from .80 to 1.00. The mean difficulty was .55. The difficulty value was ranged from .44 to .62. Mean discrimination was .47. All items ranged from .31 to .69. The reliability was .84 and the construct validity of the mathematical model was investigated using confirmatory factor analysis with Mplus Version 7.4 showed that the chi-square () was 2.139, df was 5, and p-value was .8295. The chi-square was not significant. The statistics show that the mathematical model of mathematical connectivity built by Evitts (2004) is consistent with empirical data or construct validity.
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