Research On The Relationship Between High School Students’ Mathematical Cognitive Structure,Logical Reasoning And Mathematical Modeling Literacy

With the proposal of the concept of core literacy in all disciplines and the establishment of the system,research on core literacy in various disciplines has become a hot research direction in the domestic education field.The core literacy system of mathematics is based on the essence of mathematics,and the essence of mathematics is based on mathematical knowledge.Therefore,the core literacy of mathematics is closely related to the way of absorbing and transforming mathematical knowledge.The cognitive structure of mathematics is the reflection of mathematics knowledge in students’ minds,and this psychological feature will inevitably affect their core mathematics literacy.The PISA2021 test puts forward a new mathematical evaluation framework,reflecting the core position of mathematical reasoning in the process of mathematical modeling.Existing documents have confirmed that students’ mathematical cognitive structure has a significant positive impact on logical reasoning literacy.Some scholars have also studied the impact of students’mathematical cognitive structure on mathematical modeling literacy,but the current literature studies the relationship between the three still less.In addition,existing studies mostly focus on junior high school students,mainly studying their reasoning ability or modeling ability,which is not completely consistent with literacy assessment.This research selects high school students as the research object,firstly evaluates the high school students’ mathematics cognitive structure,logical reasoning and mathematical modeling literacy separately,and then studies the relationship between the three,which has enriched domestic related issues on the core literacy of mathematics to a certain extent.The research has compiled test papers to investigate the status quo of high school students’ mathematical cognitive structure,logical reasoning literacy and mathematical modeling literacy:Volume I test questions are adapted from "Individual CPFS Structure Test Questions(High School Group)" by Professor Yu Ping;The test questions in Volume and Volume III are derived from some of the College Entrance Examination questions or test questions in the existing literature,and are based on the level of logical reasoning and mathematical modeling literacy in the "General High School Mathematics Curriculum Standards(2017 Edition)".The reliability and validity of the test paper are within the acceptable range.The author used SPSS25.0 and AMOS22.0 to conduct descriptive statistical analysis,difference analysis,correlation analysis and path analysis on the data collected from a total of 231 valid test papers in the third grade of high school A and B in Wuhan City,Hubei Province.The following conclusions are as follows:(1)The overall mathematics cognitive structure of the students in this two schools is at the upper-middle level,and there is no significant difference in the mathematics cognitive structure of boys and girls,students from school A and school B.(2)The students’logical reasoning literacy is at a middle level as a whole,and there is no significant difference in the logical reasoning literacy of boys and girls,students from school A and B.(3)The mathematical modeling literacy of the students in the two schools is above the middle level.There is no significant difference in the mathematical modeling literacy of boys and girls,students from school A and school B.(4)The cognitive structure of mathematics and logical reasoning literacy of high school students are significantly correlated,and the correlation is medium;the cognitive structure of mathematics and mathematical modeling literacy of high school students are significantly correlated,and the correlation is moderate;logical reasoning literacy and mathematical modeling literacy of high school students are significantly correlated,and the correlation is strong.(5)The mathematical cognitive structure of high school students has a significant positive impact on the literacy of logical reasoning.The mathematical cognitive structure of high school students has a significant positive effect on mathematical modeling literacy through the effect on logic Reasoning literacy.The direct effect of mathematical cognitive structure on mathematical modeling literacy is 0.147,and the indirect effect of logical reasoning literacy is 0.590,accounting for 80.1%of the total effect.