Research On Current Situation Of Mathematical Reasoning Ability Of Senior High School Students Based On PISA Mathematics Assessment Concept

As the most large-scale and influential international educational monitoring and evaluation program at present,PISA’s assessment content,methods and evaluation system are authoritative and scientific.PISA2022 mathematical assessment framework focuses on mathematical reasoning,emphasizing its role in problem solving.As a basic way of thinking in mathematics,reasoning runs through our daily life,and mathematical reasoning ability is becoming the core ability of mathematical ability.Therefore,it is of certain practical significance and practical value for current mathematics teaching to study the current situation of mathematical reasoning ability of senior one students based on PISA mathematics assessment theory.On the basis of referring to the PISA math test questions in previous years,we innovatively designed the questionnaire and test paper of the current situation of mathematical reasoning ability of senior high school students in line with the current situation of Chinese education,and distributed them to 294 senior high school students in Tangshan,Hebei Province.The outline of teacher interview was compiled,and 5mathematics teachers in Grade One were interviewed for the teaching of mathematical reasoning ability.Based on the elaboration of the content,steps and level of mathematical reasoning in PISA mathematics assessment,a three-dimensional evaluation framework for the mathematical reasoning ability of senior one students is established.After the questionnaire and test volume were recovered,the data were collected and sorted out with the help of information technology.The investigation and analysis of the research results show that the current situation of mathematical reasoning of senior one students is:(1)there are obvious differences in the performance of six contents and four situations of mathematical reasoning of senior one students;(2)There is no significant difference in the performance of boys and girls in the six contents and four situations of mathematical reasoning;(3)There are differences in the performance of students with different foundations in the six contents and four situations;(4)There is a correlation between the expression,application,interpretation and evaluation steps of mathematical reasoning;(5)The multiple linear regression model between mathematical reasoning ability and factors affecting students’ mathematical reasoning ability is as follows: mathematical reasoning ability=34.781+0.054*teacher situation creation+8.899*teacher’s teaching style+5.998*self-efficacy+0.136*reading ability+1.164*interest.According to the current situation of students’ mathematical reasoning ability in senior one,this paper puts forward some teaching strategies for teachers to develop students’ mathematical reasoning ability in senior One:(1)to construct perfect mathematical reasoning concept and fully grasp students’ cognitive development;(2)Create colorful reasoning situations to stimulate students’ interest in reasoning;(3)Strengthen math reading training and expand the thinking space of reasoning;(4)Expand the science situation from the perspective of education to narrow the distance between science and students;(5)Set hierarchical teaching objectives,so that students with different foundations can have successful reasoning experience;(6)Present the advance organizer and reduce the abstractness of the digital system;(7)To set up a separate evaluation mechanism of reasoning to evaluate the consciousness of promoting reasoning;(8)Implement the holistic teaching of reasoning to enhance the connection of knowledge of each unit;(9)Attach importance to the development of mathematical modeling activities and develop the level of reasoning application.