The Relationship Between Deep Learning And Higher-order Thinking In Mathematics:A Questionnaire Development And Survey Study

Deep learning and higher-order thinking are new ways of learning and thinking that have emerged in response to the new demands on students’ learning styles and learning abilities in the era of core literacy.After decades of research,each of them has formed a broad and mature theoretical field,and there are more and more studies that cross the conceptual boundaries and face the connection between the two topics,and there are many discussions around the relationship between deep learning and higher-order thinking.Some researchers argue that deep learning aims to develop students’ higher-order thinking,and that higher-order thinking is the thinking foundation and ultimate goal of the deep learning process.In recent years,the research paradigm on the mechanism of deep learning on higher-order thinking in mathematics has shifted from theoretical debates to data-driven empirical studies,and some researchers have measured the extent of deep learning through deep learning motivation and strategies and developed structural equation models to verify the relationship between deep learning and higher-order thinking.There is a theoretical consensus that deep learning affects students’ higher-order thinking,but there is still a lack of empirical studies and tests on whether the effects of both deep learning motivation and strategies on higher-order thinking skills are consistent.Based on this,this study focuses on the core issue of the relationship between deep learning and higher-order thinking in mathematics,with the research idea of "theoretical analysisquestionnaire development-survey study",and combines the ideas of deep learning process assessment and visualization of higher-order thinking in mathematics.Based on the theoretical conception of the relationship between deep learning and higherorder mathematical thinking and the measured data,we reveal the internal mechanism of deep learning on higher-order mathematical thinking and its sub-dimensions from the mechanism level.The internal mechanism of deep learning on higher-order mathematical thinking ability and its sub-dimensions is revealed at the mechanistic level,with a view to outlining the optimal path for promoting deep learning and enhancing higher-order mathematical thinking of high school students in teaching practice.The findings of the study are as follows:(1)In terms of constituent elements: the three elements of deep learning are:deep learning motivation,the source of motivation for deep learning;deep learning commitment,the psychological basis for deep learning;deep learning strategies,the methodological support for deep learning.The four elements of higher-order mathematical thinking are: critical thinking,which is the basis of higher-order mathematical thinking and has external characteristics such as analytical,systematic,confident and inquisitive;creative thinking,which is the source of motivation for higher-order mathematical thinking and is characterized by fluency,novelty and adaptability;mathematical problem-solving ability,which is an important support for higher-order mathematical thinking and contains three basic processes: representation,reasoning and reflection;and mathematical metacognitive ability,which is an important support for higher-order mathematical thinking.three basic processes;and mathematical metacognitive ability,which is a powerful guarantee for higher-order thinking in mathematics and contains three dimensions of knowledge,experience,and monitoring.(2)In terms of questionnaire development: Based on the three factors of deep learning and the four elements of higher order thinking in mathematics,the theoretical constructs of their sub-dimensions were semantically analyzed and connotation deconstructed,and the deep learning questionnaire consisting of 19 items and the higher order thinking in mathematics questionnaire consisting of 47 items were developed.(3)In the survey study: a cross-sectional survey was conducted with whole group sampling,and the subject high school students’ deep learning and its sub-dimensions were all in the upper middle level and differed to different degrees across gender,grade level,parental education,and math achievement groups,while no significant differences existed across birthplace and ethnicity attribute groups.The mathematical higher order thinking of the subject high school students and its sub-dimensions,except for creative thinking,were all at the middle to upper level and differed to different degrees across gender,grade level,birthplace,parental education,and mathematics achievement groups,while no significant differences existed across ethnicity attribute groups.(4)In terms of research on the relationship between deep learning and higherorder thinking: in terms of the overall impact effect,deep learning has a very high positive predictive effect on higher-order thinking in mathematics in general;in terms of the impact effect of sub-dimensions,deep learning has a high positive impact effect on critical thinking in mathematics and metacognitive ability in mathematics,a moderate positive impact effect on problem-solving ability in mathematics,and a positive There are 6 impact paths,1 positive significant impact path with mathematical metacognitive ability as the mediating variable,and 2 positive significant impact paths with mathematical critical thinking as the mediating variable.Based on the findings of the study,the following pedagogical suggestions were made in reflection of the teaching reality: first,to promote deep learning to occur,teachers should adopt multiple teaching strategies to motivate and sustain high school students’ deep learning,and students should enhance behavioral,affective and cognitive engagement and master deep learning strategies,such as knowledge processing strategies and thinking visualization strategies;second,to cultivate mathematical higher-order thinking directly through specialized higher-order thinking training,and also indirectly by using mathematical metacognitive skills and mathematical critical thinking as cognitive bridges to cultivate high school students’ mathematical higher-order thinking skills.