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The Impact of Cognitive Activation Practices on Enhancing Student Mathematical Reasoning in Mathematical Literacy: A Causal Comparative Study Based on PISA 2022.

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    • Subject Terms:
      Saudi Arabia; United States
    • Abstract:
      تتناول المقالة تأثير ممارسات التنشيط المعرفي على تحسين التفكير الرياضي ومهارات القراءة الرياضية لدى الطلاب، مستفيدة من بيانات برنامج تقييم الطلاب الدوليين (PISA) لعام 2022. تقارن المقالة تنفيذ هذه الممارسات في المملكة العربية السعودية والولايات المتحدة الأمريكية والإمارات العربية المتحدة وسنغافورة، حيث وجدت أن المملكة العربية السعودية كانت لديها مستويات أقل من التنشيط المعرفي، بينما كانت الإمارات العربية المتحدة لديها أعلى المستويات. تؤكد الأبحاث على التأثيرات التنبؤية لهذه الممارسات على مهارات القراءة الرياضية لدى الطلاب، وتستكشف تأثير استراتيجيات التدريس وجودة التعليم ومواقف الطلاب تجاه التكنولوجيا على أداء الرياضيات. بالإضافة إلى ذلك، تسلط الضوء على دور مجتمعات التعلم المهنية في تعزيز الابتكار لدى المعلمين في مجال تعليم الرياضيات. [Extracted from the article]
    • Abstract:
      This study aimed to describe and compare cognitive activation practices designed to enhance students' mathematical reasoning in Saudi Arabia (KSA), the United States (USA), the United Arab Emirates (UAE), and Singapore. It also explored the impact of these practices on students' mathematical literacy development in each country. Using a causal-comparative methodology, the research examined student scores from the PISA 2022 mathematical literacy assessments, alongside responses to specific questionnaire items on teachers' cognitive activation practices aimed in fostering mathematical reasoning. The findings revealed statistically significant differences in the implementation of cognitive activation practices across the countries studied. Saudi Arabia demonstrated significantly lower levels of these practices compared to the other nations, while the UAE exhibited significantly higher levels. No statistically significant differences were observed between the USA and Singapore in this regard. Moreover, the results indicated that all cognitive activation practices had a predictive effect on the variance in mathematical literacy among students in each country\. Notably, certain practices exhibited a negative impact on mathematical literacy in some countries while contributing positively in others. [ABSTRACT FROM AUTHOR]
    • Abstract:
      Copyright of International Journal of Research in Educational Sciences (IJRES) is the property of International Journal of Research in Educational Sciences and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)