An Investigation Of The Epistemic Beliefs About Mathematics Of Zhuang And Yao Students In Areas Mainly Inhabited With Minority Groups

The epistemic beliefs about mathematics refer to students’ideas or opinions about mathematical knowledge and cognitive processes. Plenty of foreign studies have shown that students’epistemic beliefs are deeply buried in their behavior, cognitive processes and emotional experiences, guiding their learning process like an invisible hand and influencing their learning outcomes. Therefore, the research into students’epistemic beliefs about mathematics has always been a hot topic in mathematics education research.Based on the basic requirements of the new curriculum, we try to explore the status quo of Zhuang and Yao students’epistemic beliefs in ethnic areas and the basic causes through ways of questionnaires, interviews and case studies, concerning the differences of their ethnic groups, genders, school stages, grades, classes, areas and subjects. The findings of the research are as follows:Firstly, from the ethnic point of view, there is no significant difference between Zhuang and Yao students and their epistemic beliefs about mathematics lie at an average level or a little higher than the average.Secondly, the general epistemic belief of learning ability and learning speed in female Zhuang students are significantly better than those of males. The knowledge structure belief level of female Yao students is higher than those of male Yao students.Thirdly, school stages have apparent influence on both Zhuang and Yao students. The learning ability of Zhuang students in junior middle schools is higher than that of Zhuang students in senior middle schools while the stability and learning strategy of both Zhuang and Yao students in senior middle schools are better than those in junior middle schools.Fourthly, as Zhuang students step into a higher grade, their knowledge stability belief level increases while their learning ability belief level decreases. Zhuang students’knowledge stability belief level in Junior One is notably lower than those in senior middle school and learning ability belief level in Junior Three is notably higher than those in Senior Two and Senior Three. However, Yao students do not show significant difference whichever grade they are in.In terms of classes, the epistemic beliefs about mathematics of Zhuang students in experimental classes are higher than those in middle classes and ordinary classes. Zhuang students’learning ability belief level and learning strategy belief level in experimental classes are higher than those in middle classes and ordinary classes. While the epistemic beliefs about mathematics of Yao students in ordinary classes are notably lower than those in middle classes and experimental classes. Yao students’ knowledge structure belief level and learning strategy belief level in ordinary classes are notably lower than those in middle classes and experimental classes.As far as their living environments are concerned, county Zhuang students show higher epistemic belief level than township students in knowledge stability and learning strategy but township students, but township students show higher level in learning ability. Yao students show no significant difference in general beliefs and dimensions whether they are from county areas or villages.While considering their subjects, science students of Zhuang people show higher level than liberal arts students in their general epistemic beliefs about mathematics, their knowledge structure, their learning ability and learning strategy. science students of Yao people also show higher level than liberal arts students in their general epistemic beliefs about mathematics, their knowledge structure and their learning ability.Theoretical DebateThen, through theoretical debating and experience concluding, this research tries to explore the cultural elements of the above-mentioned from the perspective of cultural difference.Finally, to improve students’ epistemic beliefs about mathematics of Zhuang and Yao people, this research puts forward the following teaching tips.