Relationship between teachers' assessments of non-cognitive skills and cognitive skills in junior high school mathematics

Abstract

The assessment of non-cognitive skills and the relationship between non-cognitive skills and cognitive skills have been studied using an interdisciplinary framework; however, this has not resulted in learning or teaching improvements. This study focused on teachers’ observational assessment of non-cognitive skills specific to junior high school mathematics. Questionnaire surveys were used and a factor analysis was conducted. Three factors were identified to assess non-cognitive skills specific to junior high school mathematics based on teachers’ observations: cooperation in mathematical problem-solving, spirit of inquiry in mathematical problem-solving, and composure in mathematical problem-solving. To analyze the relationship between each factor and the overall assessment of cognitive skills in junior high school mathematics, each factor's assessment was divided according to the stages of cognitive skills. A positive proportionality emerged between the assessment of the non-cognitive skills and cognitive skills. If these two assessments are treated independently, the findings suggest that teachers may have difficulty distinguishing between the assessments, both of which are specific to junior high school mathematics.