Investigation And Research On The Current Situation Of Higher-Order Thinking Skills Of Senior One Students In Mathematics

With the increasing demand for high quality personnel,people are not only required to have the necessary basic knowledge and skills,but also to have a sense of innovation and creative ability.For this reason,the development and enhancement of higher order thinking skills has become a topical issue in the field of education.This study is based on Bloom’s theory of classification of educational objectives(revised 2001),higher order learning and other theories.By surveying the current state of Higher-Order Thinking skills in mathematics,suggestions are made for their development.The main findings of the study are as follows.Firstly,this study defines the concepts of higher-order thinking,Higher-Order Thinking skills and Higher-Order Thinking skills in mathematics based on the analysis of the literature.It is also based on Bloom’s theory of classification of educational objectives(revised 2001),which classifies Higher-Order Thinking skills in mathematics into three dimensions: analysis,evaluation,creation.Development of a "Higher-Order Thinking skills Test in Mathematics" based on the classification of Higher-Order Thinking skills in mathematics.Secondly,the Mathematics Higher-Order Thinking skills Test paper has been optimised through pre-test analysis,expert and frontline teacher review comments,resulting in the Mathematics HigherOrder Thinking skills Test paper(official version).Three provincial-level model high schools in Shijiazhuang were selected to conduct formal tests on 302 senior one students.Finally,SPSS26.0 is used to analyse the performance levels of senior students in Higher-Order Thinking skills in mathematics in general and across dimensions,as well as the effects of different genders,different schools,academic performance in mathematics,and non-intellectual factors in mathematics on Higher-Order Thinking skills in mathematics,and to analyse the current status of senior students’ Higher-Order Thinking skills in mathematics.The main findings of this study are as follows:(1)Higher-Order Thinking skills in mathematics are concentrated in level 2 and level 3 in overall performance,with a low overall mean score of analysis >evaluation >creation.On the analysis dimension,it was attribution >differentiation > organisation;on the assessment dimension,it was checking > judging;on the creation dimension,it was generation > planning > production.(2)From a gender perspective,the overall performance of girls was concentrated at Level 3 and that of boys at Level 2,with girls outperforming boys overall and with significant differences.In all elements of performance,girls outperformed boys except for the Judgement element,and there were significant differences in the four elements of organisation,Checking,Generating and Planning,with no significant differences in the other elements.(3)From the school perspective,the overall levels of performance in Schools A,B and C were mainly concentrated in Level 2 and Level 3,with an overall pattern of B > A > C.There were no significant differences between Schools A and C,and significant differences between Schools A and B and Schools B and C.In the analysis dimension,the performance was B > C > A,with no significant difference between schools A and C and all other significant differences;in the evaluation dimension,the performance was B > A > C,with no significant difference between schools A and B and all other significant differences;in the creation dimension,the performance was A > B > C;with no significant difference between schools A and B and all other significant differences.(3)In terms of mathematics learning achievement,there was a medium-high correlation between Higher-Order Thinking skills in mathematics and mathematics achievement,indicating that mathematics learning achievement has a greater impact on Higher-Order Thinking skills in mathematics.(4)In terms of mathematical non-intellectual factors,there was a medium-high correlation between students’ Higher-Order Thinking ability in mathematics and mathematical non-intellectual factors,indicating that mathematical non-intellectual factors have a greater influence on Higher-Order Thinking ability in mathematics.In view of the current situation investigated and the problems that exist,suggestions are made for the development of:(1)Raising teachers’ awareness of the development of HigherOrder Thinking skills in mathematics;(2)Consolidating students’ mathematical foundations to promote the development of Higher-Order Thinking skills in mathematics;(3)Building a higher-order learning environment to create an atmosphere for the development of HigherOrder Thinking skills in mathematics;(4)Creating higher-order learning activities to enrich the ways of developing Higher-Order Thinking skills in mathematics;(5)Improving assessment methods to promote the production of Higher-Order Thinking skills in mathematics.