摘要
基于PISA2022数据,采用多层线性模型,以新加坡、美国、巴西为研究对象,从学生和学校层面探究不同国家、不同数学素养水平学生数学问题解决能力的关键影响因素及其作用。结果表明,三个国家课程标准中关于数学问题解决的阐释存在差异;影响数学问题解决的关键因素在学生层面包括数学学习心理、学生ICT使用程度、感知的学校氛围、一般社会情感,在学校层面包括学校ICT资源、数学课堂规模与能力分组、校园文化氛围;多数因素对数学问题解决的影响在不同国家、不同数学素养水平学生之间存在差异。应重视学生积极数学学习心理的发展;构建有益的ICT环境,规避技术依赖负作用;营造关怀性的学校氛围;凸显数学拓展课实效;谨慎设置数学课堂分组与规模;家校合力涵养社会情感,彰显育人价值。
Based on the PISA2022 data,this study applied a hierarchical linear model to analyze key factors influencing mathematical problem-solving abilities across student and school levels in Singapore,the U.S.,and Brazil.Results revealed differences in how mathematical problem-solving is conceptualized within the three countries'curricula.At the student level,critical influences included mathematics learning psychology,ICT usage intensity,perceived school climate,and social-emotional well-being.School-level factors encompassed ICT resources,mathematics classroom size,ability grouping practices,and institutional cultural climate.Most factors exhibited varying effects depending on country context and students'mathematical literacy levels.Key recommendations include fostering positive mathematics learning attitudes,establishing balanced ICT environments to mitigate overreliance on technology,cultivating supportive school climates,optimizing mathematics extension programs,carefully designing classroom grouping and size strategies,and promoting home-school collaboration to strengthen social-emotional development.
作者
刘裕
吴扬威
刘帆
王强
LIU Yu;WU Yangwei;LIU Fan;WANG Qiang(School of Education,Capital Normal University,Beijing 100048,China;School of Elementary Education,Capital Normal University,Beijing 100048,China)
出处
《外国教育研究》
北大核心
2025年第7期74-93,共20页
Studies in Foreign Education
基金
北京市教委科技发展基金一般项目“人工智能时代教师能力模型与教师教育实践研究”(项目编号:KM202010028003)。
关键词
国际比较
数学问题解决能力
中学生
多层线性模型
PISA2022
international comparison
mathematical problem solving ability
secondary school students
hierarchical linear model
PISA2022
作者简介
刘裕,首都师范大学教育学院博士生;吴扬威,首都师范大学教育学院硕士生;刘帆,首都师范大学教育学院国际比较研究所讲师;王强,首都师范大学初等教育学院教授、博士生导师。
