Designing Cognitive Complexity in Math Problems: Does Problem Situation Make a Difference?

• In Event: Roundtable Session 16
  In Roundtable Session: Cognition and Assessment Roundtable

Abstract

The purpose of this study is to manipulate the cognitive complexity of math problems based a set of cognitive variables link to their situation models and schematic structures. Thirty-two items were developed systematically by varying 2 design variables: 2 levels of problem presentation (story vs. abstract equation)×2 levels of unknown position (part vs. whole) over 8 problems that belong to 8 different problem categories. A set of crossed random-effects IRT models with progressively added designing variables on both item and person sides will be fit to the data in order to model structural variations within an item family and the contribution of each variable on item properties. Implication on item generation and designing principles will be discussed.

Author

• Xiangdong Yang, East China Normal University