Research On Evaluation Of Mathematics Abstract Literacy For Senior High School Students With The SOLO Classification Method

This article uses the Observable Learning Outcome Structure(SOLO)classification evaluation theory to study the level of mathematical abstract literacy of high school students.Its research methods are mainly literature research method,questionnaire survey method and interview method,and use SOLO classification evaluation method as its evaluation method.Compared with the traditional evaluation method that emphasizes results,this paper also focuses on the process while focusing on results.Based on the SOLO classification theory,it develops assessment tools and test papers for mathematical abstract literacy.After the thesis is tested,data statistics and analysis are conducted,combined with student interviews,to analyze the mathematical abstract literacy level of high-school students of different grades,levels,and genders.This article mainly focuses on the following aspects: the current level of mathematical abstract literacy of students of all grades;the development of mathematical abstract literacy of high school students;the factors that affect students' mathematical abstract literacy;and the teaching measures to cultivate students' mathematical abstract literacy.The following conclusions can be drawn from the research and analysis:Senior 3 students are mostly distributed in R3 level of the interconnected structure and M2 level of the multi-structure;Senior 2 students are mostly distributed in the M2 level of the multi-structure and R2 level of the interconnected structure;Senior 1 students are mostly distributed in M2 level of the multi-structure and U3 level of the single structure.With the growth of grades,students' level of mathematics abstract literacy continues to increase,and the gap in mathematics abstract literacy between students of different levels is also continuously widening;there is no significant difference in abstract literacy between boys and girls;students' learning levels,attitudes,interests,habits and abstract abilities,and teachers' teaching methods can affect the formation of mathematical abstract literacy.Suggestions for teaching mainly include: avoiding formally abstract concept teaching,conducting layered teaching and evaluation,increasing situationality and fun in the abstract process,making full use of information technology to promote students' understanding.The innovation of this article: this article applies SOLO classification theory to the assessment of mathematical abstract literacy for the first time,forming a more comprehensive assessment tool,which provides a new idea for the study of literacy assessment.SOLO classification theory is only used to guide the evaluation of data analysis,visual imagination,logical reasoning,mathematical operation and mathematical modeling literacy in the study of the core literacy of mathematics subject,but it is still blank in the field of evaluation of mathematical abstract literacy.Disadvantages of this article: the research scope is small,and only one high school student is selected as a sample,and the conclusions drawn may be one-sided;students may be affected by non-intelligence factors in the answering process.