Evaluation And Intervention Of Elementary School Students' Mathematics Learning Accomplishment

Objective :(1)to develop the assessment scale of primary school students' mathematical learning literacy,and provide assessment tools for the assessment of primary school students' mathematical learning literacy and related research;(2)to intervene in groups of primary school students whose math learning literacy is below the average level,and provide a preliminary solution for tutoring students with low math learning literacy.Methods: this study mainly adopted the method of measurement and intervention experiment.Study 1: using interview and measurement to prepare the scale.Based on the interviews,questionnaires and references of mathematics teachers in first-line primary schools,the content framework of the scale was determined.After repeated tests and item analysis,a formal scale of 30 items was formed,and the psychometric indicators of the scale were tested.Among them,145 expert questionnaires were issued and 139 effective questionnaires were recovered,with an effective rate of 96%.There were 32 male teachers and 107 female teachers.The teachers of grade 1-6 are 19,25,28,20,26 and 21 respectively.387 students from grade 3 to grade 5 were tested,198 boys and 189 girls.There were 89,96 and 202 students in each grade.Study 2: through the evaluation of the primary school students' mathematics learning literacy rating scale and the feedback from teachers,the experimental method was used to screen and intervene the students whose mathematics learning literacy was below the average level.16,18 and 14 people were screened out in grade 1,grade 3 and grade 5 of a certain school,and they were matched as the experimental group and the control group.Results:1.Scale establishment:(1)scale structure.The assessmentscale of pupils' mathematics learning accomplishment consists of five dimensions(interest in mathematics learning,mathematics operation,spatial ability,mathematics thinking and problem-solving ability)and 30 items.Among them,there are 7 projects for reference and adaptation,23 self compiled projects,and the self compiled rate is 76.67%.(2)Project analysis.From the perspective of experts,the popularity of the project is0.67-0.80,and the level of differentiation is 0.51-0.82;from the perspective of students,the popularity of the project is 0.49-0.83,and the level of differentiation is 0.49-0.75.(3)Quality analysis of scale.The coefficient,split half reliability and retest reliability of the total scale were 0.94,0.88 and 0.51,respectively.The i-cvi of expert project evaluation is 0.88-1.0,the average consistency s-cvi is 0.92,and the content validity is good;the confirmatory factor analysis is 1.84,RMSEA is 0.047,CFI and TLI are 0.94 and 0.93,respectively,and the structure validity is good;the correlation between the total scale and the students' mid-term performance in mathematics is 0.59,and the correlation between each dimension is 0.31-0.45,and the validity is good.2.Intervention study:(1)compared with the grade before intervention,the main effect value of grade and group interaction group was 0.84 and 0.94 respectively,which had no significant effect on the whole dependent variable;the main effect value of grade was 0.12,which had grade difference on the five dependent variables.(2)Compared with the groupand grade after intervention,the value of interaction effect between group and grade is 0.64,with no interaction on the whole dependent variable;the value of main effect of group is 0.35,with significant overall effect;the difference between the experimental group and the control group is significant at the level of 0.01 on all six dependent variables,and the mean value of each dependent variable after intervention is higher than that before intervention.Conclusion:(1)the assessment scale of pupils' mathematics learning quality has good reliability and validity.(2)The effect of intervention training is significant.