MATEMATIKA TA’LIMIDA MISKONSEPSIYALAR VA IRT METODOLOGIYASI: DOLZARBLIK VA NAZARIY ASOSLAR
Kalit so‘zlar:
matematik miskonsepsiyalar, IRT metodologiyasi, 2PL modeli, matematik tayyorgarlik, TIMSS, PISA, kognitiv diagnostik baholashAbstrak
Ushbu maqolada 7-9-sinf matematika ta’limida o‘quvchilarning tipik xatolari (miskonsepsiyalari) va ularni aniqlashning zamonaviy psixometrik usuli - Item Response Theory (IRT) metodologiyasining dolzarbligi va nazariy asoslari tahlil qilinadi. Xalqaro tadqiqotlar (TIMSS, PISA) ma’lumotlari asosida o‘zbekistonlik maktab o‘quvchilarining matematik tayyorgarligidagi tizimli bo‘shliqlar, jumladan, kasrlar, foizlar va chiziqli tenglamalar bilan bog‘liq tipik xatolar aniqlangan. Maqolada IRT (1PL, 2PL, 3PL modellari)ning afzalliklari, klassik test nazariyasiga nisbatan ustunliklari va kognitiv diagnostik baholash (CDA) imkoniyatlari yoritilgan. Taqdim etilgan tahlillar matematik tayyorgarlikdagi bo‘shliqlarni bartaraf etish va korreksion dasturlarni ishlab chiqish uchun metodologik asos bo‘lib xizmat qiladi.
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