ЗАБЛУЖДЕНИЯ И МЕТОДОЛОГИЯ ИНТЕРПРЕТАЦИИ РЕШЕНИЯ В МАТЕМАТИЧЕСКОМ ОБРАЗОВАНИИ: АКТУАЛЬНОСТЬ И ТЕОРЕТИЧЕСКАЯ ОСНОВА
Ключевые слова:
математические мисконцепции, методология IRT, модель 2PL, математическая подготовка, TIMSS, PISA, огнитивная диагностическая оценкаАннотация
В данной статье анализируются актуальность и теоретические основы типичных ошибок (мисконцепций) учащихся 7-9 классов в математическом образовании и современного психометрического метода их выявления - методологии Item Response Theory (IRT). На основе данных международных исследований (TIMSS, PISA) выявлены системные пробелы в математической подготовке узбекских школьников, включая типичные ошибки, связанные с дробями, процентами и линейными уравнениями. В статье освещены преимущества IRT (модели 1PL, 2PL, 3PL), его превосходство над классической теорией тестов и возможности когнитивной диагностической оценки (CDA). Представленный анализ служит методологической основой для коррекции пробелов в математической подготовке и разработки интервенционных программ.
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