Research On The Relationship Between Schoolwork Burden，Extracurricular Activities And Students’ Mathematical Literacy

The relationship between student schoolwork burden, extracurricular activitiesand the study result has been a heated topic in educational research., but previousstudies more confined to domestic policy recommendations, lack of quantitativeresearch is to provide data support. Based on the data of PISA2012Shanghai region,this study applies multilevel analysis and nonlinear regression methods to study therelationship between schoolwork burden and the students’ mathematical literacy; Inaddition, the direct effect and the across level mediation effect of extracurricularactivities to the students’ mathematical literacy scores have been tested.In the research of schoolwork burden, the results shows that in the school level,mathematics classroom learning time have a significant negative prediction effect onstudents’ mathematical literacy; Time of homework shows a significantly positivelypredict effect on students’ mathematical literacy. In the students level, homeworktime and mathematical literacy scores have nonlinear relationship, namely thehomework within a certain time have a positive relationship with mathematicalliteracy scores, but not the more the better. According to the two levels of the researchresults, we can draw the following conclusions: for the current school teaching,classroom learning time may be still too long; Homework time needs to be a certaindegree of assurance, but the specific student individual is definitely not the more thebetter. Therefore, according to the differences of students’ individual ability, weshould adopt the different strategy of differentiation of schoolwork burden.The extracurricular activities of the research results show that the creativeactivities out of class and mathematics extracurricular activities have both significantpositive prediction on mathematical literacy scores; The extracurricular activitiesrelated to the mathematics have also mediate the relationship between students’interest in learning of mathematics and their mathematical literacy scores. This resultprovides a powerful data support for the past education theory.