| Higher-order thinking is a necessary requirement for enhancing the international competitiveness of talents in the 21 st century.Developing higher-order thinking and cultivating innovative talents is a daunting task assigned to education by the times.Higher-order thinking in mathematics is an advanced and comprehensive ability that occurs in high-level cognitive activities.Numerous studies have shown that non-intellectual factors have a subtle and profound impact on human cognitive development,especially in promoting and regulating thinking development.Therefore,this study explores the relationship between non-intellectual factors and higher-order thinking in mathematics from the perspective of the mathematical discipline for middle school students.This study mainly focuses on two aspects.Firstly,it investigates middle school students from a certain region to analyze the current status of non-intellectual factors and the development level of higher-order thinking in mathematics.Secondly,it establishes a linear regression model to explore the relationship between non-intellectual factors and higher-order thinking in mathematics for middle school students.In the specific research process,firstly,this paper reviewed relevant literature using its method and found that non-intellectual factors such as motivation,emotions,and attitudes are closely related to the development of higher-order thinking.Therefore,the research topic of the relationship between non-intellectual factors and higher-order thinking in mathematics learning was determined.Secondly,based on existing research and actual situations,a high-reliability and high-validity survey questionnaire was selected for a current status survey.Finally,SPSS 26.0 was used for statistical analysis of the data,and a linear regression model was established to reveal the relationship between non-intellectual factors and higher-order thinking in mathematics for middle school students.The research conclusion is as follows:(1)Currently,The overall level of non-intellectual factors in mathematics learning for middle school students is above average,with the attitude dimension scoring the highest and the personality dimension scoring the lowest.There are significant differences in the level of non-intellectual factors in mathematics learning among different grades and genders,but no significant differences were found between urban and rural areas.On the other hand,the overall level of higher-order thinking in mathematics for middle school students is above average,with the mathematical metacognition dimension scoring the highest and the mathematical creativity dimension scoring the lowest.There are significant differences in the level of higher-order thinking in mathematics among different genders and grades,and the difference between urban and rural areas is significant.(2)There is a significant positive correlation between non-intellectual factors in mathematics learning and the presentation of high-order mathematical thinking among middle school students,This relationship can be represented by an unstandardized regression equation: =-0.2 + 1.036.The various dimensions of non-intellectual factors in mathematics learning are significantly correlated with high-order mathematical thinking,which can be represented by an unstandardized regression equation: =-0.277 + 0.401 + 0.236 + 0.003 + 0.328 + 0.102.Based on the above conclusions,several suggestions are proposed,(1)Stimulate students’ learning motivation and cultivate creative thinking.(2)Develop good character and improve the flexibility of thinking.(3)Transform negative learning attitudes and improve learning efficiency.(4)Maintain a healthy emotional state and promote steady improvement of thinking.(5)Cultivate a strong willpower and ensure the stable development of thinking. |
