Students’ Belief For Different Types Of Mathematics Tasks

During the new curriculum reform, our teachers pay more attention to cultivate students’emotional feeling than their knowledge. In the "Shanghai mathematics curriculum standards (trial version)", we can see that teaching objects contain three dimensions:knowledge and skills, emotion and attitude, process and method. And it put forward that mathematics learning in the foundation stage of education should focusing on helping student lay a good foundation, learn how to use, stimulate their interest, inspire the thinking; at the same time teachers should pay attention to students’positive emotional experience and help them form correct values. Based on these principles, I proposed these two research questions in this article:(1) What kind of mathematics problems did student feel confident in learning mathematics, contextualized problems or pure mathematics problems? (2) What kind of mathematics problems did students think are more important in their daily life, contextualized problems or pure mathematics problems?There are five parts in this paper:Part 1 introduces the backgrounds, research meanings and questions.Part 2 analyses the current research article about this research field.Part 3 introduces the methods used in this article. There are more than 200 grade 10 students from one of the high school in Shanghai participate in this research.Part 4 is the analysis of the data. All the participants were classified into two groups based on their confidence level. And their mathematics belief was also analyzed in this part.Part 5 talks about the research conclusions and suggestions. The students’ self-confidence and belief towards different types of questions was analyzed based on the data. And then some suggestions to classroom teaching were also showed in this part.The research conclusions include:1. Students are more confident when they solve pure mathematics questions.2. Students think contextualized questions are more useful in their life.