Cognitive analysis and path construction of Chinese students’ mathematics cognitive process based on CDA
Abstract As a new generation of assessment theory, cognitive diagnosis can provide students with better personalized and formative learning. As an international large-scale test, the Trends in International Mathematics and Science Study (TIMSS) has already had some research foundation in cognitive d...
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Nature Portfolio
2025-02-01
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| Online Access: | https://doi.org/10.1038/s41598-025-89000-5 |
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| author | Xiaopeng Wu Nanxin Li Rongxiu Wu Hao Liu |
| author_facet | Xiaopeng Wu Nanxin Li Rongxiu Wu Hao Liu |
| author_sort | Xiaopeng Wu |
| collection | DOAJ |
| description | Abstract As a new generation of assessment theory, cognitive diagnosis can provide students with better personalized and formative learning. As an international large-scale test, the Trends in International Mathematics and Science Study (TIMSS) has already had some research foundation in cognitive diagnostic assessment (CDA), however, Mainland China has not yet participated. Therefore, this study aims to understand the specific performance of Mainland Chinese students within the TIMSS framework, compare their performance to other high-performing countries, and analyze the students’ learning paths and progressions. With CDA techniques, this study first identified eight attributes in mathematics cognition and formed a Q-matrix based on TIMSS-2015 items to construct the diagnosis assessment. A total of 4,733 Grade 8 students from Gansu, Guangdong, Guizhou, and Shanghai in Mainland China were measured using a mixed model from the G-DINA package in software R. The findings revealed that Grade 8 students in Mainland China exhibited an absolute advantage in the mastery of mathematical cognitive processes, particularly in the traditional domains such as Calculation and Measurement (CM), Operation and Solution (OS), and Representation Modeling (RM). Furthermore, analyses of the second and third learning progressions demonstrated diverse knowledge states among students. Last, students with the same overall score showed substantial differences in their mastery of specific cognitive processes. This study thoroughly discusses the construction of methods for TIMSS cognitive diagnostic assessment as well as the construction of learning paths and progressions in the assessment. It also highlights the potential of CDA for assessing cognitive abilities and constructing in-depth data mining, advancing the understanding of students’ cognitive strengths and weaknesses in mathematics education. |
| format | Article |
| id | doaj-art-4e1a0a8ffc164c6bbd5b17746c24a6ea |
| institution | Kabale University |
| issn | 2045-2322 |
| language | English |
| publishDate | 2025-02-01 |
| publisher | Nature Portfolio |
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| series | Scientific Reports |
| spelling | doaj-art-4e1a0a8ffc164c6bbd5b17746c24a6ea2025-02-09T12:29:42ZengNature PortfolioScientific Reports2045-23222025-02-0115111210.1038/s41598-025-89000-5Cognitive analysis and path construction of Chinese students’ mathematics cognitive process based on CDAXiaopeng Wu0Nanxin Li1Rongxiu Wu2Hao Liu3Faculty of Education, Northeast Normal UniversityNingxia Yinchuan Experimental Primary SchoolScience Education Department, Harvard-Smithsonian Center for Astrophysics, Harvard UniversityCollaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal UniversityAbstract As a new generation of assessment theory, cognitive diagnosis can provide students with better personalized and formative learning. As an international large-scale test, the Trends in International Mathematics and Science Study (TIMSS) has already had some research foundation in cognitive diagnostic assessment (CDA), however, Mainland China has not yet participated. Therefore, this study aims to understand the specific performance of Mainland Chinese students within the TIMSS framework, compare their performance to other high-performing countries, and analyze the students’ learning paths and progressions. With CDA techniques, this study first identified eight attributes in mathematics cognition and formed a Q-matrix based on TIMSS-2015 items to construct the diagnosis assessment. A total of 4,733 Grade 8 students from Gansu, Guangdong, Guizhou, and Shanghai in Mainland China were measured using a mixed model from the G-DINA package in software R. The findings revealed that Grade 8 students in Mainland China exhibited an absolute advantage in the mastery of mathematical cognitive processes, particularly in the traditional domains such as Calculation and Measurement (CM), Operation and Solution (OS), and Representation Modeling (RM). Furthermore, analyses of the second and third learning progressions demonstrated diverse knowledge states among students. Last, students with the same overall score showed substantial differences in their mastery of specific cognitive processes. This study thoroughly discusses the construction of methods for TIMSS cognitive diagnostic assessment as well as the construction of learning paths and progressions in the assessment. It also highlights the potential of CDA for assessing cognitive abilities and constructing in-depth data mining, advancing the understanding of students’ cognitive strengths and weaknesses in mathematics education.https://doi.org/10.1038/s41598-025-89000-5Cognitive diagnosisTIMSSCognitive processChinese studentsEducational assessment |
| spellingShingle | Xiaopeng Wu Nanxin Li Rongxiu Wu Hao Liu Cognitive analysis and path construction of Chinese students’ mathematics cognitive process based on CDA Scientific Reports Cognitive diagnosis TIMSS Cognitive process Chinese students Educational assessment |
| title | Cognitive analysis and path construction of Chinese students’ mathematics cognitive process based on CDA |
| title_full | Cognitive analysis and path construction of Chinese students’ mathematics cognitive process based on CDA |
| title_fullStr | Cognitive analysis and path construction of Chinese students’ mathematics cognitive process based on CDA |
| title_full_unstemmed | Cognitive analysis and path construction of Chinese students’ mathematics cognitive process based on CDA |
| title_short | Cognitive analysis and path construction of Chinese students’ mathematics cognitive process based on CDA |
| title_sort | cognitive analysis and path construction of chinese students mathematics cognitive process based on cda |
| topic | Cognitive diagnosis TIMSS Cognitive process Chinese students Educational assessment |
| url | https://doi.org/10.1038/s41598-025-89000-5 |
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