A Study On The Solid Geometry Learning Beliefs Of Second-graders In Senior Middle School

In mathematics learning, students have their own beliefs that guiding students’ mathematics learning activities, methods, behavior and the evaluation of mathematics. We should focus on students’ mathematics learning beliefs because of the implementation of effective teaching, evaluation of students’ mathematics achievement and knowledge about students’ mathematics learning process. Mathematics knowledge of High School is divided into some sections, such as geometry, function, and derivative. People who have learned about different knowledge have different beliefs. So, the research chooses the solid geometry to study the beliefs of solid geometry learning, which is based on many previous researches about them.By studying the literature review of mathematical beliefs and in-depth understanding of high school students’ expectance to have good performance in solid geometry learning, this study have constructed theory model of solid geometry learning belief and compiled “The scale of solid geometry learning belief in high school” to understand the current situation of solid geometry learning belief in high school; By analyzing solid geometry learning beliefs’ differences in sophomore year high school students between boys and girls, arts and sciences and different schools, this study have some findings: High School students’ solid geometry learning beliefs are generally positive; As for dimensions, the first one is about solid geometry knowledge, the second one is about solid geometry learning, the last one is about the environment of solid geometry learning, which is positive too; However, the third one is about solid geometry learning self-awareness which is lower than the others; Boys and girls have significantly different beliefs in learning solid geometry and boys perform better; Arts and science students have no significant difference in solid geometry learning belief; The solid geometry learning beliefs of different schools are not the same, key schools’ performance are better than the others.In this situation, the researcher suggests that how to develop positive solid geometry learning beliefs. Firstly, in solid geometry learning, teachers should regularly organize students to carry out self-evaluation and mutual evaluation activities to help students to understand themselves correctly. Secondly, teachers should always carry out solid geometry teaching practice to help students to appreciate the socio-cultural values of solid geometry and to develop students’ interest in learning solid geometry; Thirdly, different schools should communicate with each other and make the best use of resources to optimize the learning environment for students in learning solid geometry.