Research On Mathematical Knowledge Belief Of Senior High School Students In Minority Concentrated Region

The research shows that students' belief in mathematical cognition is an important factor affecting the achievement of mathematics learning,but the formation of students' belief in mathematical cognition is also influenced by their cultural background.The case research shows that,as the influence of traditional culture and school teaching,the students' belief in mathematics is relatively negative,especially in high school.In this case,this article takes Guangxi Lingyun County high school as an example.Through the investigation and Research on the mathematical knowledge belief of the senior high school students,this paper further analyzes the present situation of the students' belief in Mathematics in ethnic areas,and probes into the root causes behind the present situation,and offer some reference for improving the students' belief in Mathematics in ethnic areas.Firstly,according to summed up the experinece and literature,expalined the structure of mathematical epistemological beliefs ? the factors that influence the formation of students' belief in mathematics,and the relationship between belief and mathematics learning.Secondly,by using the method of questionnaire and case analysis,this paper investigates the mathematical knowledge belief of 410 senior high school students in Lingyun high school from five dimensions of mathematical knowledge belief.Through data analysis,the conclusions as below.(1)For gender,in the dimension of knowledge structure,knowledge stability,learning ability,learning speed and learning method,boys are significantly more positive than girls.(2)For household register,in the dimension of knowledge structure,knowledge stability,learning ability,learning speed and learning method,the beliefs of the urban household registration students are more positive than those of the rural household registration students.And the dimension of learning style is positively correlated with other dimensions,there is a significant difference between knowledge structure dimension and learning ability dimension.(3)In terms of grade,in the four dimensions of knowledge structure,knowledge stability,learning ability and learning speed,the knowledge belief of high school students is more positive than that of high school students,while in the way of learning,the knowledge belief of high school students is more positive than that of high school students.Generally speaking,there is no significant difference in mathematics cognition and belief between senior two and senior three.(4)For the nation,there is no significant difference in the general belief between the high school students of different ethnic groups in the ethnic minority areas,among which the general belief of the Han students is the most positive,the general belief of the Han students of the Han arts is the second,and the general belief of the Zhuang students is relatively weak.In terms of knowledge structure belief,there is no significant difference between the three Han,Zhuang and Yao nationalities.In the knowledge stability belief dimension,there are very significant differences in the survival of the high school arts of different ethnic groups in ethnic regions.There are significant differences in the Han and Zhuang ethnic groups,and there are no significant differences between the Yao and the Han and Zhuang people.In terms of learning ability belief,there is no significant difference between the three Han,Zhuang and Yao nationalities.On the dimension of learning speed and belief,there is no significant difference between Han,Zhuang and Yao nationality.In terms of learning beliefs,there was no significant difference between Han,Zhuang and Yao three groups.(5)For the academic level,there is a very significant difference in academicbelief among senior high school liberal arts students in ethnic minority areas.The water level in the water,and the average there are very significant differences,no significant differences in the level and high level.The general belief of middle level liberal arts students is the most active.The general belief of strong level liberal arts students is the second,and the general belief of weak level liberal arts students is relatively weak.On the belief dimension of knowledge structure,there is a very significant difference in academic level between senior high school liberal arts students in different ethnic groups.The water level in the water,and the average there are very significant differences,no significant differences in the level and high level.In the belief dimension of knowledge stability,there is a very significant difference in academic level between high school liberal arts students in ethnic minority areas and different nationalities.Among them,the strong and weak water level and the level of the average there are very significant differences,no significant differences in the level and weak level.In terms of learning ability,there is a very significant difference in liberal arts between different nationalities in high schools in ethnic minority areas.The water level in the water,and the average there are very significant differences,no significant differences in the level and high level.In terms of learning speed,there is a very significant difference in liberal arts between different ethnic groups in high schools.The water level in the water,and the average there are very significant differences,no significant differences in the level and high level.The learning speed belief of the middle level liberal arts students is the most positive,the strong level liberal arts students' learning speed belief is the second,and the weak level liberal arts students' learning speed belief is relatively weak.On the dimension of learning beliefs,there is a very significant difference in liberal arts between different ethnic groups in high schools.The water level in the water,and the average there are very significant differences,no significant differences in the level and high level.Finally,This paper probes into the causes that influence the formation of students' mathematical epistemological beliefs,and based on it to offer the teaching strategies to improve the students' mathematical beliefs,hoping to have a certain effect on the further study of students' mathematical beliefs in the future.