Evaluation of Mathematical Interdisciplinary Learning Based on an Improved SOLO Classification Method

Abstract

Interdisciplinary learning is the need of the hour. Through an interdisciplinary approach, students can make connections between disciplines and see the correlations which improve overall learning. This is very much true in case of a subject like Mathematics. Both the "Mathematics Curriculum Standards for Compulsory Education (2022 Edition)" and the "General High School Mathematics Curriculum Standards (2017 Edition, 2020 Revised)" emphasize the implementation of interdisciplinary thematic learning in Mathematics. Many scholars, such as Haoyan Feng, Yan Chen, Wei Zhou and so on, have done a lot of research on the connotation, design methods, and implementation strategies of interdisciplinary learning in Mathematics. However, there are only five pieces of literature devoted to the assessment of interdisciplinary learning in mathematics in China, and there is no specific model that can be applied to the evaluation of interdisciplinary learning in Mathematics. So, this article is based on the traditional "SOLO (Structure of the Observed Learning Outcome) classification and evaluation method" and the new curriculum standards. Firstly, it gives the specific division of the "SOLO categorized evaluation method" in interdisciplinary learning in Mathematics. On this basis, the dimension of emotional attitude is added, and combined with the performance of students in the process of interdisciplinary activities, a new hierarchical evaluation model "SOLO-ID classification and evaluation method" for interdisciplinary learning in Mathematics is formed to evaluate the level of students' interdisciplinary learning in Mathematics, and specific application cases are given. It has been proved that the new “SOLO-ID Classification and Evaluation Method” has taken into account the students' knowledge level, interdisciplinary ability, problem-solving ability and creativity, paid attention to the process, increased students' motivation to participate in the activities, and provided a reference for the further promotion of interdisciplinary learning in Mathematics.