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Cognitive diagnostic analysis of students' mathematical competency based on the DINA model.

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Title: Cognitive diagnostic analysis of students' mathematical competency based on the DINA model.
Authors: Xu, Tianshu (AUTHOR), Wu, Xiaopeng (AUTHOR), Sun, Siyu (AUTHOR), Kong, Qiping (AUTHOR)
Source: Psychology in the Schools. Sep2023, Vol. 60 Issue 9, p3135-3150. 16p. 2 Diagrams, 4 Charts, 1 Graph.
Subjects: Cognitive analysis, Mastery learning, Mathematical forms, Modern society, Chinese-speaking students, Students
Geographic Terms: Shanghai (China)
Abstract: Considering the importance of mathematics in modern society, it is crucial to understand the cognitive processes involved in the acquisition of complex mathematical competency. As a new generation of evaluation theory, cognitive diagnosis has its unique advantages in personalized evaluation. Based on the mathematical cognitive framework of Trends in International Mathematics and Science Study (TIMSS)‐2011 and the Chinese mathematics curriculum, this research has formed a mathematical competency model composed of seven cognitive attributes. Sixty‐seven released mathematical items for the fourth grade in TIMSS‐2011 were used as assessment tools in this study. The deterministic inputs, noisy, "and" gate model was selected as the cognitive diagnosis model in this research, and the parameters of the model were evaluated according to the response data, based on which the effectiveness of the assessment tool was further verified, forming the evaluation framework of students' mathematical competency. This framework was used to analyze the data of 573 students' mathematical competency from Shanghai, China, specifically from three aspects: attribute mastery probability, learning path, and knowledge structure. Results show that students' performance in mastering attributes of mathematical cognition is excellent on the whole; some students' learning paths are leapfrog; there are certain differences in students' knowledge structure despite that they have the same total score. This research is performed as a systematic case study of the evaluation of students' mathematical competency and also provides a new perspective in assessing other knowledge and skills. Practitioner points: Students' performance in mastering attributes of mathematical cognition is excellent on the whole.Some students' learning paths are leapfrog.There are certain differences in students' knowledge structure despite that they have the same total score. [ABSTRACT FROM AUTHOR]
Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Cognitive diagnostic analysis of students' mathematical competency based on the DINA model.
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  Data: <searchLink fieldCode="AR" term="%22Xu%2C+Tianshu%22">Xu, Tianshu</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wu%2C+Xiaopeng%22">Wu, Xiaopeng</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Sun%2C+Siyu%22">Sun, Siyu</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kong%2C+Qiping%22">Kong, Qiping</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Sep2023, Vol. 60 Issue 9, p3135-3150. 16p. 2 Diagrams, 4 Charts, 1 Graph.
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  Data: <searchLink fieldCode="DE" term="%22Cognitive+analysis%22">Cognitive analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Mastery+learning%22">Mastery learning</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+forms%22">Mathematical forms</searchLink><br /><searchLink fieldCode="DE" term="%22Modern+society%22">Modern society</searchLink><br /><searchLink fieldCode="DE" term="%22Chinese-speaking+students%22">Chinese-speaking students</searchLink><br /><searchLink fieldCode="DE" term="%22Students%22">Students</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Shanghai+%28China%29%22">Shanghai (China)</searchLink>
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  Label: Abstract
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  Data: Considering the importance of mathematics in modern society, it is crucial to understand the cognitive processes involved in the acquisition of complex mathematical competency. As a new generation of evaluation theory, cognitive diagnosis has its unique advantages in personalized evaluation. Based on the mathematical cognitive framework of Trends in International Mathematics and Science Study (TIMSS)‐2011 and the Chinese mathematics curriculum, this research has formed a mathematical competency model composed of seven cognitive attributes. Sixty‐seven released mathematical items for the fourth grade in TIMSS‐2011 were used as assessment tools in this study. The deterministic inputs, noisy, "and" gate model was selected as the cognitive diagnosis model in this research, and the parameters of the model were evaluated according to the response data, based on which the effectiveness of the assessment tool was further verified, forming the evaluation framework of students' mathematical competency. This framework was used to analyze the data of 573 students' mathematical competency from Shanghai, China, specifically from three aspects: attribute mastery probability, learning path, and knowledge structure. Results show that students' performance in mastering attributes of mathematical cognition is excellent on the whole; some students' learning paths are leapfrog; there are certain differences in students' knowledge structure despite that they have the same total score. This research is performed as a systematic case study of the evaluation of students' mathematical competency and also provides a new perspective in assessing other knowledge and skills. Practitioner points: Students' performance in mastering attributes of mathematical cognition is excellent on the whole.Some students' learning paths are leapfrog.There are certain differences in students' knowledge structure despite that they have the same total score. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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        Value: 10.1002/pits.22916
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      – Code: eng
        Text: English
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        PageCount: 16
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      – SubjectFull: Cognitive analysis
        Type: general
      – SubjectFull: Mastery learning
        Type: general
      – SubjectFull: Mathematical forms
        Type: general
      – SubjectFull: Modern society
        Type: general
      – SubjectFull: Chinese-speaking students
        Type: general
      – SubjectFull: Students
        Type: general
      – SubjectFull: Shanghai (China)
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      – TitleFull: Cognitive diagnostic analysis of students' mathematical competency based on the DINA model.
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          Name:
            NameFull: Xu, Tianshu
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            NameFull: Wu, Xiaopeng
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            NameFull: Sun, Siyu
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            NameFull: Kong, Qiping
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          Dates:
            – D: 01
              M: 09
              Text: Sep2023
              Type: published
              Y: 2023
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