PISA Test-based Investigation Of The Mathematics Literacy Of Eighth Grade Tibetan Students In Lhasa And Research On Its Influencing Factors

Mathematics,as a key force to promote scientific and technological progress,has become a necessary quality for modern citizens.The middle school stage is an important period for students' intellectual development,and it is also a key period for cultivating mathematical literacy.By investigating the status of mathematical literacy of Tibetan students in Lasa class,we can understand the performance of students 'mathematical literacy and the factors that affect the development of students' mathematical literacy.Teachers 'teaching ideas and teaching methods to cultivate and improve students' mathematical literacy.This research project draws on the internationally mature educational evaluation project--Program for International Student Assessment(referred to as PISA).Adhering to the evaluation concept and framework of PISA mathematical literacy,as well as the education concepts covered,the PISA mathematical literacy test questions and questionnaire topics are selected respectively.Compiled mathematics literacy test papers and background questionnaires.Taking eighth grade Tibetan students and math teachers in 4 middle schools in Lasa as research objects,they adopted the literature research method,test survey method,questionnaire survey method and interview survey method to pass the mathematical literacy test paper.The results analyze the performance of students 'mathematical literacy,analyze the factors affecting the development of students' mathematical literacy according to the results of the background questionnaire,and further understand the teacher 's knowledge and importance of mathematical literacy by interviewing teachers to understand the Tibetans of the eighth grade in Lasa development of students' mathematical literacy.Through SPSS analysis of the collected data,the following conclusions are drawn:(1)the mathematical literacy of the eighth grade Tibetan students in Lasa is at a medium level,and the gap is large;(2)in terms of gender variables,there is no difference in the overall situation of mathematical literacy,but in there are significant differences in space and shape;in school variables,there are significant differences in quantity,change and relationship,application stage and personal context;(3)students perform worst in space and shape,interpretation and professional context;(4))boys 'learning motivation and school belonging are stronger than girls',and mathematics learning anxiety is not as strong as that of girls;mathematics learning motivation and self-efficacy are the main factors affecting the development of students 'mathematical literacy;(5)most teachers are not clear about the specifics of mathematical literacy Connotation,and do not understand the PISA assessment project,but are willing to improve their mathematical literacy assessment ability.Based on the above research results,the cultivation of mathematical literacy should start from the current status and influencing factors of the performance of mathematical literacy.Therefore,the following suggestions for mathematical teaching are targeted:(1)teachers should pay attention to training students' mathematical literacy;(2)teachers should strengthen the cultivation of students' geometric literacy;(3)teachers should design teaching programs that are conducive to the cultivation of students' reflective ability;(4)teachers should create different situations of living problems;(5)teachers should adopt a variety of evaluation methods to improve students' math interest.