A Research On The Relationship Between Mathematics Cognition Belief And Mathematics Learning Of Grade 3 Of Senior High School's Liberal Arts Students

Students' belief in mathematics knowledge refers to the simple views or views of students on mathematics knowledge itself and the process of knowledge cognition.The study shows that there is a close relationship between students' mathematical cognitive beliefs and their mathematical learning.Therefore,the study of mathematical cognitive beliefs is still a hot topic.This research mainly adopts the closed questionnaire to carry on the investigation,at the same time unifies the open questionnaire and the individual case interview carries on the analysis,from the gender,the household registration,the achievement and so on,attempts to understand our liberal arts students of Grade Three mathematics cognition belief basic situation.And analyze its root cause.The findings of the study are as follows:(1)As far as gender is concerned,there are significant differences in learning ability and belief between male and female students,but there is no significant difference in other dimensions of mathematical cognitive belief,and the average value of male students in each dimension of mathematical cognitive belief is higher than that of female students.(2)As far as household registration is concerned,there is no significant difference between urban and rural students in each dimension of mathematical cognition and belief.(3)As far as learning level is concerned,students of different learning levels have significant differences in each dimension of mathematical cognition and belief.In the dimension of knowledge structure belief,there are significant differences between the top students and the underachievers,the middle students and the underachievers.In the belief dimension of knowledge stability,there are significant differences between the top students and the middle students,the top students and the underachievers.There are significant differences in the belief dimension of learning ability between the top students and the middle school students.In the learning speed belief dimension,there are significant differences between the top students and the middle students,the top students and the underachievers.In the dimension of learning style belief,there are significant differences between the top students and the middle students,the top students and the underachievers,the secondary students and the underachievers.In the regression analysis of mathematical achievement in each dimension of mathematical cognition and belief,it is found that there is a significant linear correlation between learning style,learning ability,knowledge structure and mathematical achievement.Finally,on the basis of theoretical research and empirical thinking,through case analysis,this paper analyzes the causes of the difference in mathematical cognition and belief,and puts forward some suggestions for improvement.