The study aimed to calculate the evaluation of 9 th grade female students and compare the development of the educational process in increasing mathematical literacy using the Malmquist Index at different time intervals. This educational process was accomplished by analysing and integrating realistic mathematical education and mathematical problem-solving. The populations of the study were 120 ninth grade female students. Each student was as a DMU whose inputs were the math test score and the outputs were math test score of December and June. The data analysis method was based on (DEA) technique to calculate efficiency. The output-driven (CCR) model was used to determine students' performance coefficient. Then, the Malmquist Index was used to compare productivity evaluation after the end of the training course in December and the end of the year in June. In general, the results from changes in productivity evaluation of students using the Malmquist Index showed that the students in the experimental group who learned problem-solving and realistic mathematics had an increase in the overall productivity evaluation factor after completing the training compared to the others.

中文翻译：

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在评估过程中使用Malmquist指数提高高中学生的数学素养

该研究旨在计算9年级女学生的评估，并比较在不同时间间隔使用Malmquist指数提高数学素养的教育过程的发展。通过对现实的数学教育和数学解决问题进行分析和整合，完成了这一教育过程。研究人群为120名九年级女学生。每个学生都是DMU，其输入是数学测试成绩，输出是12月和6月的数学测试成绩。数据分析方法基于（DEA）技术来计算效率。输出驱动（CCR）模型用于确定学生的绩效系数。然后，Malmquist指数用于比较12月培训课程结束后和6月年底的生产力评估。通常，使用Malmquist指数对学生的生产力评估的变化结果表明，与其他人相比，实验组中学习问题解决和现实数学的学生在完成培训后的整体生产力评估因子有所提高。