An Investigation Into The Epistemic Beliefs About Mathematics Of The Second Grade Students Of The Good Municipality Junior School

Research shows that the epistemic beliefs about Mathematics is indispensably important for affecting students' Mathematics learning.With the development of the Mathematics Curriculum Reform,there is a growing attention to the cultivation of the students' Mathematical epistemic beliefs.It is important to investigate the epistemic beliefs about Mathematics of students,which is also essential to understand the process of its development and influencing factors of students' Mathematical epistemic beliefs,and how to cultivate students' Mathematical epistemic beliefs and improve their Mathematical learning.In the second Grade,the students are rebellious.They are susceptible to external influence,and the two levels of achievement are widely divided.Meanwhile,they're more malleable.This study is aimed at the second Grade Students of the good municipality junior high school,through questionnaires and case interview,combining the actual situation of the students,such as the gender,household registration,achievements,class category,etc.,trying to understand the basic situation of junior school students mathematical understanding beliefs.The results are as follows:1.In terms of gender,there are no significant gender differences,except the dimension of mathematical knowledge structure.2.In terms of household registration,the dimensions in mathematical epistemic beliefs between urban and rural students are of no significant difference.3.In terms of performance,there are significant differences or very significant difference in the structural belief dimension of Mathematical knowledge,the belief dimension of Mathematical learning style,and the belief dimension of Mathematical learning ability in the second Grade Students of the good municipality junior school.In the structural belief dimension of Mathematical knowledge,there are very significant differences between the lower and the upper level groups,and between the lower and medium level groups as well.There aresignificant differences between the lower and upper level groups and between the lower and medium level groups in the belief dimension of Mathematical learning style and Mathematical learning ability.4.In the class category,except for the belief dimension of Mathematical knowledge stability,there are significant differences or very significant differences in the overall level and other dimensions of mathematical belief among the students of different class categories in the second Grade Students of the good municipality junior school.In the overall level of Mathematical belief,there are significant differences between bilingual and ordinary classes,and between ordinary and backward classes.In the structural belief dimension of Mathematical knowledge,there are significant differences between bilingual and ordinary classes,and also between bilingual and backward classes.In the dimension of learning ability and learning speed,there are significant differences between bilingual and backward classes.In the belief dimension of Mathematical learning mode,there are significant differences between bilingual and ordinary classes.Finally,based on the theoretical thought and experience summary,some effective suggestions will be put forward: Create multiple problem scenarios and make good use of knowledge charts to improve students' belief in Mathematical knowledge structure;By using efficient classroom teaching model to encourage students to study independently and cooperate in research to improve students' belief of Mathematical knowledge stability;With the use of stratified teaching,guide students to carry out reasonable attribution and improve students' Mathematical learning ability belief;Help students to grasp the type of questions quickly,which can help improve students' belief in the speed of learning Mathematics through variant teaching;Guide the students about learning methods,encourage them to reflect and sum up more,and improve the students' belief in Mathematical learning mode.