Comparative Study On Middle School Students' Attitude Towards Mathematics Learning In The Multicultural Background

Students' attitude towards mathematics learning has a direct impact on mathematics learning. A positive attitude towards learning can promote students' positive thinking and interesting, and make students interested in learning activities potential development.The scholars both abroad and at home pay attention to students' attitude towards mathematics.For example, gender difference, grade differences, and races differences.But a few researchers pay an attention to students'attitude towards mathematics under the influences of different factors.Researching attitude towards mathematics learning in the multicultural context has important theoretical and practical significance.The paper uses self-designed questionnaire about students'attitude towards mathematics learning. The questionnaire has the validity and reliability through verification effectively guarantee. The research object is Han nationality, Mongol nationality and Korean nationality students.They are from Liaoning province and Heilongjiang province. The number of students is 428.Use of SPSS16.0 software for statistical data collected, use average and ANOVA to analyze races differences, use T-test to analyze gender differences, use Pearson correlation and Analysis of regression to test the relation of attitudes and achievement. Through the analysis and discovery:Look from the national comparison, the students'attitude towards mathematics learning have ethnic differences, the students of Han nationality surpass Mongol nationality, also surpass Korean nationality,Mongol and Korean nationality students have no ethnic difference. Look from the gender differences, students' attitude towards mathematics learning of Han,Mongol and Korean nationality all have no gender differences.From the influence of scores on the attitude, the same is Han and Korean nationality students in attitude towards mathematics and learning attitude have effect on math scores, but the difference is their predictive powers are different, and Mongolian student's attitude towards mathematics learning and math scores no relationship.