Research On Mathematics Cognition And Beliefs Of Cenxi Urban And Rural High School Students

Students' beliefs in mathematical knowledge refer to their simple or intuitive views on mathematical knowledge and the process of knowledge cognition.In recent years,students' beliefs in mathematics cognition have attracted many researchers' attention from all around the world.Researchers from western country have paid close attention to this field for nearly 30 years.While in China,it's just the beginning.Plenty of foreign research and studies have indicated that students' beliefs in mathematics has direct or indirect impact on their mathematics learning.Students' beliefs in mathematics cognition are hidden behind their behaviors,cognitive activities and emotional feeling.It's like an invisible hand,to guide the learning process,thus making profoundly affect on the learning results.Therefore,the study of students' mathematical beliefs has become an important research topic in mathematics education.The math foundation of middle school students in the my place is relatively weak.What is the difference between their Mathematics Epistemic Beliefs and whether it affects their math learning? This is the problem that I want to study.I did a report,which is based on a survey of Senior Two students from two different schools.One is from Cenxi No.2 Middle School,an urban school.The other one is from senior high school students in Jinzhu Town,a rural school.Both schools are from Wuzhou City,Guangxi province.In these students,there are 72 students in liberal arts and 70 students in science from Cenxi No.2 Middle School,whose mathematics are in above average level.73 students in Liberal Arts and 44 students in science from senior high school students in Jinzhu Town,whose mathematics are in below average level.I compared these students' mathematics and studied the difference between these two levels,on cognition beliefs and the influence of such beliefs on learning behavior and motivation.This study,by using two research methods like questionnaires and interviews,tried to have a systematic understanding on current situation of students' mathematics beliefs in these two schools in urban and rural areas.I investigated and analyzed the root cause affecting theIV formation of students' mathematics beliefs in these two school,from the perspectives of gender,household registration,subjects,achievements.Through questionnaires and case interviews,this study finds that the current situation of mathematical cognition beliefs on urban and rural Senior Two students are as follows:1.As to the situation of the two schools at present I surveyed,there is a very significant difference on each dimension.However,no matter from which dimension,the survey's result is not very satisfied.Since each dimension is on average level.2.As far as gender is concerned,except for these students whose study are stable,there is no significant or very significant difference on the beliefs dimensions between urban and rural students.The overall level of these two school is not very good.They are just a little bit above average level.3.As far as household registration is concerned,except for the dimension of learning ability,there is no significant difference on the dimension of mathematical cognition beliefs between urban students and rural students.According to table 6 and table 7,the rural students' mathematics beliefs are better than these students who are from senior high school students in Jinzhu Town.4.As far as discipline is concerned,except for these students whose study are stable,there is no significant difference on other dimensions.What's more,the students who study liberal arts,their mathematics beliefs level,are a little bit higher than the students who study science.Even though they have different learning styles.Combining Table 9 and Table 10,you can see that the students' mathematics beliefs in Cenxi No.2 Middle School are generally higher than those of the students in Jinzhu Middle School,no matter from which dimensions.5.As far as the school record is concerned,in the aspects of students' knowledge structure,learning speed,learning method and general beliefs,there are significant differences among students who has different learning level in urban and rural secondary schools and Jinzhu secondary schools.Firstly,in aspect of knowledge structure,there are significant differences between high score group and average score group,high score group and low score group.Secondly,in aspect of learning speed,high score group and middle score group have significant differences.Thirdly,in aspect of learning method,there are significant differences between high score group and average score group,high score group and low score group.In the last aspect of general beliefs,there are significant differences between high score group and average score group.Finally,this study analyzes what cause these differences on mathematical cognition beliefs between urban and rural Senior Two students and provides some teaching suggestions to improve the mathematical cognition beliefs of urban and rural Senior Two students.