| Higher order thinking skills in mathematics is not only an important goal of mathematics education,but also a key component of the core literacy of mathematics.It is also a hot topic in mathematics education research.Nowadays,the development of advanced mathematics thinking ability in China is slow.The reasons are mainly as follows.The fuzzy understanding of the concepts of higher-order mathematical abilities,the unclear understanding of the constituent elements of higher-order mathematical abilities,and the lack of evaluation tools for effective measurement of higher-order mathematical abilities.In view of the above present situation,we should define the concept of higher mathematics thinking ability and determine the evaluation system of higher mathematics thinking ability,then compile a measurement tool for higher mathematics thinking ability,and finally put forward teaching suggestions based on the survey results.The core content mainly includes the following three aspects:Firstly,the establishment of the evaluation system of mathematical higher thinking ability.First of all,by using the method of literature analysis and referring to the definition of Professor Zhong Zhixian,whose paper defines the concept of mathematical high-level thinking ability.Referring to the division of higher-level thinking ability in 2001 edition of education goal taxonomy to establish the evaluation system of higher-order thinking ability in mathematics.It includes three dimensions: analysis,evaluation and creation.Analysis includes three factors: differentiation,organization and attribution.Evaluation dimension includes two elements: Inspection and evaluation.Creation dimension includes two elements: proposal and design.Secondly,the investigation of senior three students' higher order thinking skills in mathematics.First of all,based on the evaluation system of mathematical higher-order thinking ability,we have the chance to develop the measurement tool of mathematical higher order thinking skills.In order to test the reliability and validity of the evaluation tool,the program code of the measurement tool was compiled according to rasch model,and the measurement tool was analyzed in two rounds by conquest software.The data analysis results show that the ? coefficient of the measurement tool is 0.8,and the fitting index of each test item is between 0.8 and 1.2.These show that the quality of evaluation tools is good.Secondly,443 high school seniors were surveyed using formal measurement tools,and the data was processed and analyzed by using SPSS software.The final data analysis results show:(1)The overall high order thinking skills of senior students is low with an average score of 0.4944;(2)In terms of gender differences,there is no significant difference in higher-order mathematical abilities between students of different genders;(3)In terms of differences in arts and sciences,there are significant differences in advanced mathematics thinking skills among different arts and science students;(4)In terms of school differences,students in different schools have significant differences in higher-order mathematical ability;(5)Regression analysis found that there is a linear relationship between students' higher mathematics thinking ability and mathematics performance.Thirdly,the cultivation of mathematical higher order thinking skills of high school students.Based on the data analysis and interview results,the conclusions were analyzed for the reasons,and then teaching suggestions were put forward in order to help the follow-up students' higher mathematics thinking ability.First of all,teachers should improve their consciousness about the development of advanced mathematics thinking ability,with designing open activities,and improving the quality of classroom questioning.Secondly,guiding students to form good study habits such as reflection,summarization,and evaluation.Thirdly,evaluation methods for high school students should be diversified,and the evaluation content should be open. |
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