The Use of Cognitive Diagnosis Modeling Analysis of Student Modeling Skills Using a Word Problem Game

• In Event: 68.062 - Poster Session 15
  In Poster Session: 68.062-4 - Poster Session: Innovative Research on Diverse Methodological Approaches

Abstract

As emphasized by the Common Core State Standards (CSSS), interest in modeling in mathematics word problems has been on the rise. However, there is lack of empirical evidence on the relationship of word problem characteristics and modeling performance. This study aims to investigate this relationship using data from a math problem online game. The sample included 166 grade 4-6 players and their performance on 24 items across two booklets. In this analysis, regression was used to investigate the effect of operation step, model type, problem type, keyword implicitness, inconsistency, and reading time on CDM item difficulty. The results found that operation type, problem type, and inconsistency significantly impacted item difficulty. The sequence analysis results provided visualization of student modeling strategies.

Authors

• Phonraphee Thummaphan, University of Washington - Seattle

• Alec Kennedy, University of Washington

• Min Li, University of Washington

• Zoran Popovic, University of Washington

• Robert Duisberg

• Roy Szeto, University of Washington - Seattle

• Gabriella Gorsky, University of Washington - Seattle