The Research Of Mathematics Creative Thinking Of High School Students Based On PISA Test

The 21 st century is a period of unprecedented fierce competition and a critical period for the world economy to enter globalization.The focus of mathematics education is to help students learn how to learn,think,and create,laying a solid foundation for becoming creative talents in the future.The "General High School Mathematics Curriculum Standards(2017Edition,2020 Revision)" points out the need to cultivate students’ mathematical thinking ability,promote students’ learning to think,enhance their creative thinking awareness and innovation ability,and ensure their comprehensive and sustainable development.Therefore,it is of great significance to focus on the cultivation of mathematical creative thinking in mathematics education.This article first briefly introduces the research background,research objectives,research significance,and main research methods.Based on a large number of relevant research literature,it sorts out the current research status of creative thinking and PISA testing at home and abroad,defines the concept and characteristics of mathematical creative thinking,and analyzes in detail the evaluation models of creative thinking and mathematical literacy in PISA testing.Subsequently,based on the constructivist learning theory and the core evaluation concept of PISA testing,the author designed a survey questionnaire and test paper for high school students’ creative thinking in mathematics according to the actual characteristics of high school students in China.A survey was conducted on 500 students from three high schools in Shandong Province.The students’ level of mathematical creative thinking ability was comprehensively evaluated from two test questions: mathematical literacy and creative thinking.The survey was conducted on the students’ mathematical creative cognition from eight dimensions: exploration tendency,creative beliefs,learning motivation,mathematical confidence,classroom teaching,creative activities,learning environment,and learning methods in the survey questionnaire.Through statistical analysis of the collected questionnaire and test paper data,it was found that high school students have a positive cognitive attitude toward mathematical creative thinking,which is generally at a good level;the overall creative thinking ability in mathematics is at a moderate level,where students are able to understand problems and try to find solutions,but their ideas are single or their methods follow rules.In addition,research has found that there are still some problems in the development of mathematical creative thinking among high school students.For example,high school students are less exposed to creative activities both on and off campus,making it difficult for their thinking to fully develop;there are certain problems with the learning methods of high school students,which limit their creative problem-solving skills;high school students are not flexible enough in using mathematical knowledge to solve problems in their daily lives;students usually have limited exposure to mathematical writing and have certain deficiencies in written expression skills.Finally,in order to address the current problems in the development of mathematical creative thinking among high school students,the author focuses on proposing targeted suggestions and teaching strategies for cultivating students’ mathematical creative thinking from four levels: pre class preparation,classroom teaching,post class extension,and teaching evaluation.Taking "The Concept of Derivatives" as an example,a teaching design case is written,providing theoretical guidance and practical reference for the cultivation of mathematical creative thinking among high school students.