Cognitive Diagnosis And Remediation Of Pupils’ Calculational Skill Of Multiplication

With the further development of Essential-Quality-Oriented (EQO) Education, all circles of society put forward higher requirements to the evaluation of mathematics learning.It will be not enough to only report the exam scores or theability value,but also needs to report the information of every student’s mastery of current state of knowledge and the shortage.Cognitive Diagnosis analysis students’knowledge and skills in solving questions in the cognitive psychologicway,and put it into psychological measurement models to get the information of students’advantages and disadvantages. Cognitive Diagnosis,which analysis students’responses to instructionally-relevant item sets and analysis students’ mastery of current cognitive attributes,provides valuable instructional information needed to design remedial instructional programs or supplemental interventions.Calculational skill is one of the basic cognitive skills which is necessary inabstracting the relationship between objects,and it is also one of the basic cognitiveskills which is necessary in understanding the objective world correctly.As one of thebasic skills of mathematics,the calculational skill affect the development of theapplication of mathematic skills.Many researchers regard the calculatinal skill as themost important part in mathematic skills, so the struction and the process ofcalculation skill is always an important issue in Psychology,Cognitive science, Neuroscience,Education and other subjects.This paper tried to constructe a cognitive model for multidigit-mulplicativecalculational skills and compile two cognitive diagnosis tests which actualize beforeand after the remediation separately according to the attribute hieraechy structure andstudents’learning facts.The first cognitive diagnosis test was implemented in aelementary school in Jiangxi and the data was analysised by the DINA parameterestimating program.Remedial instructional programswas disigned according to thegroup and the individual’s mastery of current cognitive attributes and the mastery ofeach attribute,then the lowest attributes was chose to intervente subjects who failed tomaster these attributes.The study shows that: (1)The mastery of the0×N rule,the multiplication procedure of multidigitalnumbers and the carring procedure are not very good,especially the mastery of thecarring procedure.(2)There are86.47%subjects who mastered all the attributes,and the rest need tobe instructed.(3)The effect of remediation which was evaluated after implementing the second cognitive diagnosis test,shows that the remediation consulted by cognitivediagnosis is more pertinence.