2022年新的义务教育数学课程标准发布，明确了数学核心素养的内涵，数学素养的培养一直以来都是数学教育关注的重点，同时也是课程标准落实的关键，探究影响学生数学素养的发展因素对培养和提升学生的数学素养有重要意义。在PISA的背景下，已有研究主要集中在学习动机、自我效能感、数学焦虑等因素对学生数学素养表现的影响，对数学学习策略的关注较少。在终身学习理念下，学习策略已经成为衡量学生“学会学习”的重要标志，探究数学学习策略对学生数学素养表现的影响，为引导学生合理有效地使用数学学习策略提升数学素养水平提供建议。

基于PISA官网发布的港澳两地学生数据，以描述性统计方法分析了学生数学学习策略和数学素养表现概况，采用多水平模型，在控制学生层面和学校层面的相关变量基础上，分别探究了数学学习策略对数学素养表现的影响，以及不同水平学生的数学学习策略对数学素养表现的影响，研究得出以下结论：

（1）数学学习策略的两个维度认知策略和元认知策略水平均值都在2.5以上，达到了中等偏上的水平，并且元认知策略水平达到了2.9，记忆策略、精细加工策略和控制策略的平均水平基本上也达到了2.5；数学素养表现的6级划分中，低水平、中水平和高水平学生所占比例分别为24%、47%和29%。男生的认知策略水平和数学素养表现显著高于女生；高年级学生的认知策略水平显著低于低年级学生，数学素养表现显著高于低年级学生。

（2）不同类型的数学学习策略对学生数学素养表现的影响不同，认知策略的子策略记忆策略对学生的数学素养表现和不同数学内容领域的得分表现均有显著的负向影响，并且对变化与关系内容领域的影响最大，精细加工策略对学生的数学素养表现和不同数学内容领域的得分表现均没有显著的影响；元认知策略的控制策略对学生的数学素养表现和不同数学内容领域的得分表现均有显著的正向影响。

（3）对于低水平学生，记忆策略对数学素养表现有显著的正向影响，精细加工策略对数学素养表现有显著的负向影响；对于中水平学生，记忆策略对数学素养表现有显著的负向影响；对于高水平学生，记忆策略对数学素养表现有显著的负向影响，控制策略对数学素养表现有显著的正向影响。数学学习策略对低水平、中水平和高水平学生分别解释了2.4%、1.5%和6.4%的群组内变异，数学学习策略在高水平学生中扮演了更加重要的角色。

基于以上研究结果，对培养和提升学生的数学素养提出以下建议：（1）关注不同学生群体数学学习策略水平的提升；（2）引导学生灵活选择和运用数学认知策略；（3）提高学生数学元认知策略水平；（4）重视非智力因素，激发和培养学生内在积极情绪；（5）均衡教育资源，营造公平教育环境。

The new compulsory education mathematics curriculum standards were released in 2022, clarifying the connotation of core mathematical literacy. The cultivation of mathematical literacy has always been a focus of attention in mathematics education, and it is also a key to the implementation of curriculum standards. Exploring the development factors that affect students' mathematical literacy is of great significance for cultivating and improving students' mathematical literacy. In the context of PISA, the existing research mainly focuses on the impact of learning motivation, self-efficacy, mathematical anxiety and other factors on the performance of students' mathematical literacy, and pays less attention to mathematical learning strategies. Under the concept of lifelong learning, learning strategies have become an important indicator of measuring students' "learning to learn". Exploring the impact of mathematical learning strategies on students' mathematical literacy performance provides suggestions for guiding students to use mathematical learning strategies reasonably and effectively to improve their mathematical literacy level.

Based on student data from Hong Kong and Macao published on the PISA official website, a descriptive statistical method was used to analyze the overview of students' mathematical learning strategies and mathematical literacy performance. A multi-level model was used to explore the impact of mathematical learning strategies on mathematical literacy performance, as well as the impact of different levels of students' mathematical learning strategies on mathematical literacy performance, while controlling for relevant variables at the student and school levels. The following conclusions were drawn from the study: 

（1）The average level of cognitive strategies and metacognitive strategies in both dimensions of mathematical learning strategies is above 2.5, reaching a level above the middle level. The level of metacognitive strategies reaches 2.9, and the average level of memory strategies, elaboration strategies, and control strategies also basically reaches 2.5; Among the six levels of mathematical literacy performance, the proportion of low level, medium level, and high level students is 24%, 47%, and 29%, respectively. Boys' cognitive strategy level and mathematical literacy performance are significantly higher than girls'; The cognitive strategy level of senior students is significantly lower than that of junior students, and their mathematical literacy performance is significantly higher than that of junior students.

（2）Different math learning strategies have different effects on students' math literacy performance. Among them, the sub-strategy memory strategy of cognitive strategy has a significant negative impact on students' math literacy performance and score performance in different math content areas, and has the greatest impact on change and relationship content areas, while the elaboration strategy has no significant impact on students' math literacy performance and score performance in different math content areas; The control strategy of metacognitive strategy has a significant positive impact on students' math literacy performance and score performance in different math content areas.

（3）For low level students, memory strategy has a significant positive impact on mathematical literacy performance, while elaboration strategy has a significant negative impact on mathematical literacy performance; For middle level students, memory strategies have a significant negative impact on mathematical literacy performance; For high-level students, memory strategies have a significant negative impact on the performance of mathematical literacy, while control strategies have a significant positive impact on the performance of mathematical literacy. Mathematics learning strategies explain 2.4%, 1.5% and 6.4% of intra-group variation for low, medium and high level students, respectively. Mathematics learning strategies play a more important role in high level students.

Based on the above research results, the following suggestions are proposed to cultivate and enhance students' mathematical literacy: (1) Pay attention to the improvement of mathematical learning strategy levels among different student groups; (2) Guide students to flexibly choose and apply mathematical cognitive strategies; (3) Improve students' level of mathematical metacognitive strategies; (4) Emphasize non intellectual factors, stimulate and cultivate students' internal positive emotions; (5) Balancing educational resources and creating a fair educational environment.