An Investigation Into The Epistemic Beliefs About Mathematics Of Rural Primary School Students'

Students 'knowledge of mathematics is a simple view or view of students' understanding of mathematical knowledge and knowledge.Research shows that students 'beliefs have a profound impact on students' mathematical cognitive process,emotional experience and behavioral learning achievement.Students' knowledge of mathematics is deeply influenced by the national cultural traditions in which students live.It is an important way to improve the quality of primary school mathematics education in ethnic areas.This study attempts to analyze the current situation of rural primary school students' math cognition from the aspects of different gender,grade and learning level,and to explore the causes of the difference of mathematics cognition and belief in rural primary school students.Mathematics education provides reference and reference.The study concluded that:(1)In terms of gender,there are significant differences in male and female students in rural primary schools in terms of learning ability.Compared with boys,girls' ability of learning ability of mathematics is more effective.In the rural areas,there are significant differences between male and female students in rural primary schools Differences,compared with boys,girls' math learning style beliefs are more effective;in other beliefs,there is no significant difference between male and female students in rural primary schools.(2)In terms of grade,there is a significant difference in the grade of rural primary school in the dimension of learning ability.Compared with other grades,the fourth generation of rural primary school students' learning ability is more effective.There are no significant differences in the grades of rural primary schools in other beliefs.(3)In terms of students' learning level,there are no significant differences in the mathematical beliefs and their dimensions of rural primary school students,middle students and backward students.Finally,on the basis of combining theoretical and empirical thinking,this paper analyzes the causes of the difference of mathematics cognition and belief in rural primary school students,and puts forward some suggestions and suggestions for improvement.