Contextual Study Of Mathematics Test Questions In College Entrance Examination Based On Contextual Typology

Entering the 21 st century,cultivating innovative talents who solve real-world problems in complex contexts has promoted changes in the concept of human education in the field of basic education,and contexts have become a hot spot for educational research.The General High School Mathematics Curriculum Standards(2017 Edition)points out that suitable problem situations are an important vehicle for examining core literacy in mathematics,the 2019 State Council Guidance on Promoting Reform of the Education Approach in General High Schools in a New Era further emphasizes the need to strengthen contextual design and focus on connecting with life reality,and the 2020 China College Entrance Examination Evaluation System also proposes for the first time that context is the The "Compulsory Education Mathematics Curriculum Standards(2022 Edition)" even emphasizes the need to create reasonable contexts in the test proposition,and to pay attention to the authenticity of the contexts,so it is very important to analyze the contextual features of the test questions in the mathematics college entrance examination.Based on Rojiblé’s contextual typology theory,this study reconstructs the secondary dimensions under the primary dimension of Rojiblé’s contextual typology by combining existing research and the characteristics of mathematics subject test questions,and uses literature research method and expert consultation method to construct this paper’s framework for contextual analysis of college entrance examination mathematics test questions.The framework has three primary dimensions i.e.discriminative parameters,content parameters,and dressing parameters,with 13 secondary dimensions,namely,contextual characteristics,subject area,parenting value of the context,type of task,openness of the context,type of context,independence between problems,knowledge content topics,arithmetic steps in problem solving,core literacy,contextual presentation,degree of integration of the problem with the context,and processing to be performed on known conditions and information.The study used statistical analysis and comparative research method to analyze the context of the mathematics test questions in the last five years of the college entrance examination in China.The research object is the national college entrance examination mathematics papers from 2018-2022,which are divided into two categories: national unified question papers and local independent question papers,with the national unified question papers selected from the national paper(taking the national paper B as an example)and the new college entrance examination paper(taking the new college entrance examination paper I as an example),and the local independent question papers selected from the Beijing and Zhejiang papers.The study was divided into two main parts: first,a longitudinal analysis of the National Paper,New College Entrance Examination Paper,Beijing paper,and Zhejiang paper in the past five years,with a view to discovering their contextual characteristics and trends,and second,a comparison of the characteristics of these four sets of papers to explore The second is to compare the characteristics of these four sets of papers and explore the similarities and differences of the test contexts of the four sets of papers.The findings of the study are as follows:(1)In terms of discriminatory parameters,the proportion of natural contexts in the national paper has been increasing year by year,while the proportion of natural contexts in the new college entrance examination paper has been decreasing year by year;there are fewer interdisciplinary contexts,mainly across science and engineering disciplines,and the national paper is increasingly focusing on interdisciplinary test questions,while the proportion of interdisciplinary test questions in the new college entrance examination paper and the Beijing paper is decreasing;all regions mainly test the nurturing goal of enhancing rational spirit,the national paper contextual nurturing value All regions focus on problem-solving questions,the national paper focuses more and more on reasoning and conceptual understanding questions,the Beijing paper starts to focus on students’ mastery of mathematical concepts,while the proportion of reasoning,procedural practice and answer choice questions in the Zhejiang paper keeps decreasing;the openness of the context is low in all regions,the national paper and the The openness of the new college entrance examination paper tends to be stable;the type of context of the test questions is mainly mathematical context.(2)From the content parameters,the independence between questions in each region is relatively high,and the new college entrance examination paper shows a decreasing trend;the number of knowledge content topics is low and the complexity is small,and the number of national paper shows an increasing trend year by year;the mathematical symbolization embodied in each region is more complex,with more operation steps,and the distribution of core literacy tests is relatively stable,but the proportion of data analysis literacy and mathematical modeling literacy tests is small.(3)In terms of dressing parameters,the contextual presentation of the test questions in each region is mainly presented in words,and the presentation is relatively single;the combination of questions and context is high,and the combination of questions and context in the national paper and Zhejiang paper is relatively stable;the known conditions and information in the context of the test questions in each region are relatively obvious and do not need to be changed.(4)From the comparison of features,the natural context of the questions in Zhejiang paper,interdisciplinary questions,the value of contextual education,the openness of the context,the type of context,and the type of task are less diverse than those in the national paper,the new college entrance examination paper,and the Beijing paper;the Beijing paper has the highest independence among questions;the contextual presentation in the Beijing paper is the most diverse while the New College Entrance Examination Paper has the fewest questions that present the context in the form of drawings or tables;Zhejiang Paper pays the most attention to the combination of problem and context,while the National Paper has the lowest degree of combination;the information about known conditions is relatively more direct in the New College Entrance Examination Paper and Zhejiang Paper.The study provides some suggestions for the design and teaching of mathematics test questions in the college entrance examination: in the design of test questions,(1)create natural situations and enrich the types of situations;(2)improve the degree of integration of situations and problems;(3)focus on core literacy and bring into play the value of education;(4)focus on problem setting and broaden the openness of questions.In mathematics teaching,(1)create problem contexts to broaden knowledge horizons;(2)focus on knowledge connection to build knowledge system;(3)exercise students’ arithmetic to improve problem investigation ability;(4)strengthen mathematical reading to enhance information processing ability.