Investigation And Research On Mathematical Logical Reasoning Literacy Of Senior One Students

With the rapid development of modern science and technology,as modern citizens,they must possess good mathematical core literacy to adapt to the development of the times.Logical reasoning is one of the six core mathematical literacy,so studying the level of students’ logical reasoning literacy has certain theoretical and practical significance.This article selects first-year students from a certain district in G City,Jiangxi Province as the research object.By studying literature,determining the concept of high school logical reasoning,conducting a comprehensive analysis at home and abroad,and determining the framework for evaluating logical reasoning literacy in this article,a survey is conducted on the current level of logical reasoning proficiency.Take the research on the following questions as the entry point for the level of mathematical logical reasoning literacy of first year high school students:(1)What is the meaning of high school mathematical logical reasoning literacy?(2)How to establish a framework for evaluating the logical reasoning literacy level of first year high school students?(3)What are the dimensions of the logical reasoning evaluation framework for high school first year students?(4)What is the current situation of the logical reasoning literacy level of first year high school students within the evaluation framework determined in this article?(5)From the perspective of mathematics teachers,how can we effectively improve the level of mathematical logical reasoning literacy of first year high school students?Firstly,this article studies and organizes literature to find theoretical foundations and clarify the content of logical reasoning literacy.Secondly,by reviewing the relevant theories of logical reasoning and referring to the "General High School Mathematics Curriculum Standards(2017 Edition,2020 Revision)",the PISA2021 testing theory,and practical research methods for evaluating logical reasoning literacy at home and abroad,the framework for students’ logical reasoning literacy level is determined.This article constructs a three-dimensional evaluation framework for students’ logical reasoning literacy from the dimensions of content,context,and process.The first level indicator of the framework is content,context,and process.According to the actual situation,the secondary indicators of the content dimension are determined as number and algebra,space and graph,probability and statistics;The secondary indicators of the situational dimension are determined as science,individual,profession,and society;The secondary indicators of the process dimension are determined as the three levels related to logical reasoning in the "General High School Mathematics Curriculum Standards(2017 Edition,2020 Revision)".Finally,based on the established framework,test questions were selected within the scope of students’ knowledge and a test paper was developed for the logical reasoning literacy level of first year high school students.Interview three math teachers of the tested students based on their completion of proficiency test papers and emotional attitude questionnaires.The survey results show that:(1)students have significant level differences at the same level of logical reasoning literacy;(2)During the process of grading the test paper,the logical proof of the student’s paper was unclear.(3)There is a certain correlation between logical reasoning literacy and the math scores of first year high school students;This article is based on the questionnaire tests and emotional attitude questionnaires of first year high school students,combined with teacher interviews,to identify common phenomena among students and provide actionable suggestions.