Mathematical Learning Participation Degree Of Junior Middle School Students In Kunming And Its Influence On Mathematical Accomplishment

The learning of mathematical participation refers to the degree of students toparticipate in the process of mathematical learning, including the psychologicalinvolvement and the behavioral involvement. The psychological involvementemphasizes the interests in the process of learning math (intrinsic motivation), theinstrumental motivation, school belonging and the self-efficacy. And the behaviorinvolvement focuses on the investing time of doing math homework.The subjects this study are from24classes, grade three students of12middleschools in Kunming, the total number of investigated students is1164. This thesisemploys the measurement tools of mathematical literacy and the questionnaires ofstudents’ background information from Program for International Student Assessment(PISA) to survey on their mathematical literacy and learning participation. And thenwe use SPSS17.0for the data entry and analysis. The main contents of the surveyinclude these aspects: The overall situation of the mathematical learning participationin Kunming middle schools; The variation analysis from different schools and genders,and the urban and suburban; The social and economic backgrounds of different familyis whether influence upon the degree of learning participation in mathematics or not;And the relationships between the degree of mathematical learning participation andthe mathematics literacy.Through the analysis of the results, we obtain the following main findings:Firstly, the learning of mathematical participation from Grade Three is excellent inKunming middle schools; Secondly, the students from better schools, higher familyincome and the urban present higher in the mathematical literacy, and have asignificant difference, compared with other students. Besides, the girls aresignificantly higher than boys in the mathematical learning participation, especiallygirls who interest in learning mathematics and self-efficacy are significantly higherthan boys’; Finally, the key factors affecting grade three students’ mathematicalliteracy are the interest in learning math, the self-efficacy and the investing time ofdoing math homework. Among all of these factors, students’ self-efficacy has a greateffect on the students’ mathematical literacy.To sum up, some implications will be made in the field of mathematics educationin China: Firstly, teachers should pay attention to developing the students’ internalmotivation to enhance students’ self-efficacy, especially the self-efficacy of students from the suburban. And also eliminate gender stereotypes; In addition, parents shouldcreate a supportive learning environment for children. We should adopt the PISAassessment models and ideas in the China’s mathematical evaluation and education.We are not only concerned about the results of the evaluation, but also pay attention tothe developmental process of the students, which can make evaluation improvestudents’ learning and motivate their progress.