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

Amal Saleh Alghaeth; Maha Ibrahim Alomiear; Hanan Saleh Alnuaim; Samar Abdulaziz Alshalhob

Amal Saleh Alghaeth PhD Mathematics Education Candidate, College of Education, King Saud University, Riyadh, Saudi Arabia, Amalalghaeth@outlook.com
Maha Ibrahim Alomiear PhD Mathematics Education Candidate, College of Education, King Saud University, Riyadh, Saudi Arabia, alomermaha@gmail.com
Hanan Saleh Alnuaim PhD Mathematics Education Candidate, College of Education, King Saud University, Riyadh, Saudi Arabia, 445204948@student.ksu.edu.sa
Samar Abdulaziz Alshalhob Professor of Mathematics Education, College of Education, King Saud University, Riyadh, Saudi Arabia, salshalhoub@ksu.edu.sa

Keywords: teaching quality, effective teaching, international assessments, cognitive activation, mathematical literacy

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 at 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.

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References

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