Mathematical Logical Reasoning Literacy Assessment Research

The literacy of logical reasoning is a basic literacy that has received much attention in the process of modern teaching.The study of the literacy of mathematical logical reasoning in high school is of great significance to the high-quality development of my country's educational undertakings.In the future,in the era of aging,low birthrate and other demographic dividends,providing high-quality talents will help solve the "stuck neck" technical problems,release the vitality of technological innovation,and promote the road of high-quality development in my country to become wider and smoother.At present,our country has been updated to a new curriculum framework,such as: "General High School Mathematics Curriculum Standard(2017 Edition)",so the construction of the corresponding evaluation system can measure the status quo of high school students' logical reasoning literacy.evaluation,but evaluation research still needs to be improved.This paper uses the "General High School Mathematics Curriculum Standard(2017 Edition)",SOLO classification theory and the International Student Assessment Project to build a mathematical logic reasoning literacy evaluation system.The framework designs three aspects: content,process and situation.According to the framework,the logic reasoning literacy test for high school students is compiled.119 students from Shanghai X High School were surveyed using the questionnaire method in the empirical analysis method,and the following conclusions were drawn: First,the overall average score of the test paper was 78.51 points,and most students could reach the SOLO classification in most knowledge points.The highest level,but the preliminary three-dimensional geometry(line and plane parallel,line and plane parallel)and plane geometry prove that these two types of quiz questions have a higher level of knowledge and fewer people.Second,from the content analysis,it is found that the trigonometric function has the highest full score,followed by observation and reasoning reaching more than 90%,and only about a quarter of the students who have reached the extended sampling level in the plane geometry proof.Third,students have a good grasp of common logic terms,trigonometric functions,sample estimation population,observation and reasoning,plane vectors and their applications,etc.The main reason is that these knowledge points are mostly content below the level of correlation structure,and the calculation steps are relatively simple.However,the knowledge points of preliminary solid geometry,inequality and inequality relations,proportional sequence,and plane geometry are proved to be related to the combination of workplace and social scenes,which need to be improved.Fourth,through interviews with students,it was found that the main reasons for students' wrong answers to different knowledge points were that they did not understand the concepts and properties involved in the questions,or did not understand them thoroughly.Second,you cannot combine the knowledge points you have learned,or you cannot apply mathematics with actual scenarios.Third,students are negligent in the process of doing questions.Fourth,the rigorous induction ability of some students still needs to be trained.Fifth,in the process of teaching,teachers ignore the derivation theorems,proofs or scenario-based explanations of corresponding knowledge points to students.Sixth,the students themselves are not aware of the previous knowledge points,that is,the structure of the corresponding knowledge points is not perfect.Fifth,in terms of process,it is found that the highest score is for expressive mathematics,and the worst is for interpretive mathematics.There is a big difference between the three.Sixth,it is found that the students' highest scoring rate is in the personal context,followed by the science,and the students' perfect score in the workplace and society is lower.And based on the conclusion,four suggestions are put forward.First,build a life-oriented teaching situation and improve students' thinking ability.Second,further optimize the preparation of curriculum standards.Third,improve the evaluation of students' assessment process.Fourth,strengthen the cultivation of teachers' logical reasoning concepts.