A Survey Of Mathematical Teaching Cognition Belief Of Mathematics Students

As a key part of mathematics teacher’s professional quality, the mathematics teacher’s epistemic beliefs about mathematics not only lead the teaching practice but also affect the student training. Since most normal students of mathematics are future mathematics teachers, so they must pay more attention to the cultivation of epistemic beliefs about mathematics. For them, the epistemic beliefs about mathematics are formed and developed in the long learning activities and teaching practices. The beliefs can be personal ideas about the essence and learning process of knowledge, the subjects understanding of mathematics teaching, mathematics learning, mathematics knowledge and their future students.This paper uses the method of documents, questionnaire surveys, interviews and other research methods. First of all, the existing research results of epistemic beliefs about mathematics are analyzed based on the documents, and then the problems that need further investigation are extracted. Next, by SPSS statistical software for data analysis, comparing each grade and gender differences in mathematical understanding of faith; and finally choose some representative normal students, design targeted questionnaire and through the case interview to analyze the epistemic beliefs about mathematics of the normal students. Finally, put forward some constructive thinking, understanding and suggestions according to the survey.The main conclusion is as follows:(I) By quantifying the qualitative study found that, pre-service teachers have a basic understanding of the nature of mathematics positive beliefs and positive belief in teaching mathematics.(2)With the growth of grade, pre-service teachers’understanding of mathematical beliefs are different degrees of progress, the mathematical understanding of faith have significant differences, and differences mainly between the freshman and sophomore year;(3) Mathematics Teaching recognize there are differences, although the overall difference is not very significant, but the difference between junior and senior year is more significant. This is also reflected in the results of university education.(4) Through a holistic and all grades of difference comparison, sex had no effect on mathematics understanding of faith.