A Study On Testing And Evaluation Of Mathematic Literacy From The Fourth Grade Students

With the development and deepening of the new round of mathematics curriculum reform,mathematical literacy has become the common focus of researchers in mathematics education.The research of mathematics literacy generally includes three aspects:connotation research,evaluation research and development research,the lack of which is the evaluation research of students' mathematical literacy.This study will focus on the evaluation of the mathematic literacy of the fourth grade students.On the basis of the relevant research at home and abroad,the corresponding evaluation tools are compiled,and Students in grade four in a primary school in Shenzhen were selected as the evaluation objects.Organize and carry out the test,get the corresponding test data,draw the conclusion through the data analysis.This study is divided into five parts.The first part is the introduction.The article illustrates the origin of this study from the three aspects:the importance of mathematical literacy,the improvement of mathematics literacy is the trend of mathematics curriculum reform and the lack of the research on the evaluation of mathematics literacy in China.On this basis,the problem and the specific content of this study are further determined.The second part is the literature review.The author combs and analyzes the research of the connotation and evaluation of mathematics literacy at home and abroad.Strictly speaking,although there is a study on the connotation of mathematical literacy in China,there is no real meaning of the scientific and systematic evaluation research of mathematical literacy for reference;In view of the status of PISA in the evaluation of international students' literacy,this study uses PISA's mathematical literacy connotation and evaluation framework.The third part is the study design.It mainly introduces the train of thought,method and object of the research,and the compilation of the evaluation tools.On the basis of the evaluation framework of PISA mathematical literacy,combined with the actual situation of domestic mathematics education,the author compiled the evaluation tool of this study.After several tests and modifications,as well as the identification of reliability and validity,finally,we can determine the evaluation tools which can be used for the formal test,that is test paper and questionnaire of the four grade students'mathematical literacy.The fourth part is the analysis of the evaluation results.In this study,the students of grade four in a primary school in Shenzhen were selected as the evaluation objects.According to the data obtained from the test,the results of the evaluation are analyzed from the aspects of the performance of the fourth grade students' mathematical literacy and the results of the questionnaire.The fifth part is the conclusion and reflection of the research.Through the data analysis,the following conclusions are obtained:In the fourth grade students'mathematic literacy performance,students' performance is generally unsatisfactory,the difference between students is big,and there are significant gender differences,the male students 'mathematic literacy performance is better than the female students'mathematic literacy performance.In the fourth grade students' mathematic literacy factors,boys are better than girls in learning persistence,problem solving and other factors,But there are significant differences in factors such as successful mathematical control,mathematical anxiety,classroom discipline,and the degree of student awareness.In the correlation between the performance of mathematics literacy of four grade students and the influencing factors,There are significant positive correlations between the factors such as the formal mathematical indicators,learning persistence,problem solving openness,self-responsibility attribution,the students' successful sense of mathematics control,the student's instrumental motivation and students'mathematical literacy.There are no statistical correlations between the factors such as student's sense of belonging,students' internal motivation,students' mathematical tendencies,subjective norms of students' mathematical norms and students'mathematical literacy.There is a significant negative correlation between student's mathematical anxiety and student's mathematic literacy.Although the author tries to objectively and comprehensively reflect the status quo of the mathematics literacy of the fourth grade students,there are still many shortcomings in the selection of the evaluation objects,the preparation of the evaluation tools and the data processing due to many subjective and objective reasons,which remains to be improved in the future.