An Investigation Into The Epistemic Beliefs About Mathematics Of The High School Students Of The Rural Schools

The new curriculum standards have been reformed in terms of teaching content,classroom model and teaching evaluation.Among them,the new curriculum standard regards "establishing an evaluation mechanism that attaches equal importance to learning results and learning processes" as a basic concept,emphasizing that when evaluating learning,it pays attention to learning results,and at the same time pays attention to the learning process,especially the changes in emotions,attitudes,and behaviors.Therefore,how to cultivate students 'mathematical beliefs has also received increasing attention.A large number of studies have found that in the process of students 'mathematics learning,mathematical cognition and belief have always played an indispensable and important role,and it is a topic that requires our focus research.After theoretical speculation and practical needs,this study combines questionnaires and case interviews to understand the actual situation of high school students in township schools from several aspects: gender,ethnicity,arts and sciences,classes,and grades,and analyzes the basic situation of their mathematical understanding beliefs.Find out what's affecting it.Through the analysis of questionnaire and case interview,the following is the basic status of the belief in mathematics in high school students in township schools:(1)In terms of gender,there is no significant gender difference in the various dimensions of the belief in mathematics between boys and girls.The overall belief is not high,medium or even lower.(2)On the ethnic side,there is no significant difference in the general beliefs and dimensions of mathematical beliefs,and the level is not very high.Zhuang people are slightly higher in the dimensions of general beliefs,knowledge structure beliefs,knowledge stability beliefs,and learning methods beliefs;The Han nationality is slightly higher than the Zhuang nationality in the dimensions of learning ability belief and learning speed belief.(3)In terms of Arts and sciences,there are no significant differences in overall beliefs and dimensions,but the overall level is not very high and needs to be improved.In the dimensions of general belief,knowledge stability belief,and learning style belief,liberal arts classes should be slightly better than science classes;Science class is better than liberal arts class in the dimensionsof knowledge structure belief and learning ability belief;In the dimension of learning speed belief,the average of Arts and sciences is the same.(4)In terms of class types,there are very significant or significant differences in the overall beliefs and the dimensions of knowledge structure beliefs.In the dimensions of learning ability belief and learning speed belief,there are significant differences between experimental and non-experimental classes.There are significant differences in general beliefs,knowledge structure beliefs,knowledge stability beliefs and learning style beliefs.(5)In terms of grades,there are very significant differences or significant differences in the general beliefs and dimensions of high school students in township schools.The third grade is better than the first and second grades in terms of overall beliefs.In the dimension of knowledge structure belief,there are significant differences among the three grades;First grade is the highest.In the dimension of knowledge stability belief,there are very significant differences between the three grades;Third grade is the highest.In the dimension of learning ability belief,there are significant differences among the three grades;Third grade is the lowest.In the dimension of learning speed belief,there are significant differences among the three grades;Third grade is the highest.There are significant differences among the three grades in the belief dimension of learning style.The overall level of each grade is not high,and the third grade is the highest.Finally,through the conclusion of the study,combining themselves,first-line teachers,township high school students and other aspects to find out the factors that affect the differences in the belief in mathematics of high school students in township schools,and put forward suggestions and suggestions for improvement.