A SEM Research On The Influence Of Mathematics Beliefs On Mathematics Learning Process

Students' belief about mathematics cognition is that students' simple view or opinion to mathematics knowledge and the process of learning knowledge,and it belongs to the epistemological belief system,consisting of two major beliefs:mathematics knowledge and mathematics learning.In the field of mathematics education,researchers mainly use the name of mathematics beliefs to cover the epistemic beliefs of Mathematics.A large number of studies have shown that the students' mathematics beliefs have a direct or an indirect impact on their learning process variables.This paper draws on the relevant research results at home and abroad,and combines the personal experience,through the investigation and analysis of the research object,to obtain the original information of the mathematics learning process variables such as mathematics beliefs.Under the guidance of the relevant theory,the structural equation model(SEM)and the hypothesis of the mechanism of the influence of the mathematics belief on the learning process variables are constructed.In addition,we applye "mathematics learning basic situation questionnaire" to collect the data from five different types of schools,and then use statistical analysis tools SPSS and structural equation model analysis tool AMOS to test the questionnaire and fit the model,finally use the model to compare and analyze the research problem.The research conclusions are the following four aspects:(?)Reliability and validity of the questionnaireUsing AMOS to test the reliability and validity of the questionnaire,there were significant differences among all items,and the factor loadings were above 0.5.The questionnaire has high reliability and validity,and it is a good measurement scale;(?)Model fittingBased on the test of three basic aspects of the fitting model,the fitting degree of the whole model and the fitting degree of the model's internal structure,the modified model has a good goodness of fit;(?)Mathematics beliefs and their demographic differences at different levels1.There is no significant difference in the overall level of mathematics beliefs in gender,indicating that the overall level of the overall level of mathematics beliefs between boys and girls,but the girls in the overall level of of mathematics beliefs is higher than boys;2.The overall level of mathematics beliefs and their various dimensions have significant differences in the level of the school,the overall level of mathematics beliefs and scores from high to low ranking schools are the affiliated high school of Guangxi normal university,Guangxi laibin high school,Guangxi nationality high school,and other senior middle school,Heng county baihe middle school;3.There are significant differences among grades in the overall level of mathematics belief.Senior one students' level is higher than that of senior two and senior three students,senior three students' is higher than senior two students',and senior two is the inflection point of mathematics epistemic beliefs.Except that there is no significant difference among three grades in the "learning speed'dimension,there are significant differences in other dimensions of mathematics beliefs;4.The overall level of mathematics beliefs,there are significant differences in nationality,in addition there are no significant differences in the "learning speed" dimension,in other dimensions in the level of mathematics beliefs are significantly difference.From Han nationality students to Zhuang nationality students,other minority students,the overall level of students'mathematics beliefs decreased gradually;5.The overall level of mathematics beliefs,there are significant differences in the household,the difference is mainly reflected in the "learning ability" dimension,the overall level of mathematics beliefs of urban students than rural students.Other dimensions of the level of mathematics beliefs there is no significant difference in the household.(?)The influence of mathematics beliefs on the influence of process variables1.Overall,the effect of "mathematics emotion" to "cognitive strategies";followed by"mathematics beliefs" effect on "mathematics emotion",then is "mathematics beliefs" influence on "mathematics will",the effect of "cognitive strategies" effect on "mathematics will" is minimum;2.In the three variables,the order of the magnitude of the influence of "mathematics will" is:"mathematics beliefs","mathematics emotion","cognitive strategy",positive mathematics beliefs are more conducive to the formation of stable mathematics will;3.The indirect effect of "mathematics beliefs" will be significantly greater than its direct impact on "mathematics will" effect,and the indirect effect mainly through the intermediary variable "mathematics emotion"."Mathematical beliefs" which is through the intermediary variable "mathematics emotion" influence on "cognitive strategies",and the effect is also significantly greater than its direct effect.