对比图文表述与图像原生建模，提升数学题难度预测准确率

Predicting item difficulty from content can provide an initial estimate for newly developed questions before sufficient student responses are available. Existing approaches typically represent the question stem and answer choices as text. When mathematics items contain visual components, a common pipeline first textualizes that evidence and then applies a text predictor. We ask: how should visual evidence be represented for item difficulty prediction? We compare question text alone, visual textualization, which expresses visual evidence in language, and image-native modeling, which retains the original image. Using Eedi items with difficulty calibrated from student responses, we train large language models (LLMs) and vision-language models (VLMs) directly for difficulty regression. Both visual interfaces achieve the lowest point estimates, although the leading systems cannot be reliably ordered. Open-VLM textualization yields lower RMSE point estimates for all evaluated LLMs, while broader adaptation does so for all image-native VLMs. Test-time interventions show dependence on the paired full-item image, but do not isolate the additional visual component. The two visual interfaces also make partially complementary item-level errors and differ substantially in computational workflow. Thus, textualization should not be treated as the only practical interface: image-native modeling is a competitive alternative whose effectiveness depends on how the VLM is adapted.