IRT METHODOLOGY AND DIAGNOSTICS OF COGNITIVE MISCONCEPTIONS IN MATHEMATICS EDUCATION: PSYCHOMETRIC ANALYSIS AND COGNITIVE INTERVENTION
Keywords:
mathematical misconceptions, IRT methodology, 2PL model, cognitive diagnostic assessment, PISA, TIMSS, PSM, cognitive conflict.Abstract
This article analyzes the psychometric foundations of the IRT methodology for identifying cognitive misconceptions of 7th-9th graders. Based on Uzbekistan’s PISA-2022 and TIMSS-2023 results, low performance in the “reasoning” cognitive domain is linked to misconceptions. A comparative analysis of IRT models (1PL, 2PL, 3PL), possibilities of cognitive diagnostic assessment (CDA) and the Q-matrix, PSM methods, and cognitive intervention strategies (“cognitive conflict”) are presented. The analysis serves as a methodological basis for identifying systemic gaps and developing intervention programs.
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