| Mathematical values refer to the views towards Mathematics formed during individuals' mathematic related activities based on their different values and beliefs.Correct mathematical values can clearly define learning objectives,stimulate students'learning motivation,and play a crucial role in building and practicing students'mathematical knowledge.However,influenced by the exam-oriented education,junior high school students have a one-sided understanding of mathematical values,and most of them stay at the utilitarianism level.Therefore,the mathematical education must get rid of the defects of the exam-oriented education and guide the formation of mathematical values with a new value concept.In September 2016,China introduced the key competencies framework of Chinese students' development,and systematically expounded the key qualities that students should possess,including cultural foundation,independent development and social participation,based on which 6 value demotions and 18 key points are further specialized.Through reviewing the core values and analyzing the essence of mathematics,we find that the key competencies are closely related to mathematical values:mathematical values is the bridge to implement core competencies;core competencies is the origin of mathematical values.Therefore,basing on the core competencies and combining with the characteristics of mathematics,the author constructs the "model of mathematical value".Regarding the key competencies as the core value and the essence of mathematics as the reference value,the model divides mathematical values into four dimensions:humanistic value,scientific value,practical value and moral value.The mathematical value model has theoretical and practical significance.In theory,the construction of this model makes mathematical values scientific and standardized.In practice,this model provides support for the investigation,data analysis and practice path exploration.Based on the model of mathematical value,this study used self-compiled questionnaire as the survey tool and employed questionnaire,literature review and interview as research methods.The second-grade students and mathematics teachers in four selected Hebei middle schools are chosen as the research objects to study the mathematical value of junior high school students.Research findings are as follows:(1)the level of mathematical values of junior high school students is low,and the trend of unbalanced development is presented.(2)the rank of each mathematical value dimensions form high to low is;scientific value,practical value,moral value and humanistic value;(3)the mathematical value of junior high school students has no direct correlation with their math scores,but has close relationship with school types:students in demonstrative junior high schools present higher level of mathematical value than the ones in ordinary junior high schools;(4)differences were found between teachers in demonstrative schools and in ordinary schools in terms of the perceptions of key competencies and mathematical values;the perception of some teachers on mathematical value is still at the mass level;moreover,realistic contradiction is found in some teachers' perception towards the emotion-attitude-value teaching objective.Finally,considering the realistic problems,this paper puts the following suggestions:(1)allocate the invisible educational resources evenly to realize the normalization of teacher training;(2)establish correct mathematical values of teachers to accelerate the consciously training of students' mathematical values;(3)based on constructivism,cultivate mathematical values in "project based learning”;(4)dig hidden curriculum resources and illustrate humanistic value of mathematics;(5)optimize the educational evaluation system and establish mathematical value evaluation index. |
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