Research On Mathematics Beliefs Of Junior High School Students

Equation knowledge is an important part of middle school mathematics.In practical education and teaching,teachers should not only teach students how to solve equations,but also train students' ability to solve problems by using equation thinking,so that students can realize the great impact of mathematics on real life.The course standard points out that students' good mathematical beliefs should be taken as one of the training objectives,and clearly points out that teachers should pay attention to promoting students' interest in learning mathematics and forming good learning emotions in the process of education and teaching.Based on this,and combined with the research on mathematical beliefs of scholars at home and abroad,this paper takes the equation learning of junior high school students as an example to explore their mathematical beliefs.Based on Jin meiyue's classification of mathematical beliefs system dimensions as theoretical support,this study divides students' mathematical equation beliefs into five dimensions: equation knowledge belief,equation learning belief,equation teaching belief,equation self-belief and equation learning environment belief.The research conducted a questionnaire survey on a junior high school students,and the data analysis resulted in the following conclusions:(1)the overall equation belief of grade 7,grade 8 and grade 9 is at a positive level,among which grade 7 students have the highest self-belief belief recognition degree,grade 8students have the highest belief recognition degree of equation learning environment,and grade 9 students have the highest belief recognition degree of equation teaching;(2)there was a significant correlation among the five dimensions of junior high school students' equation belief.The closest correlation was found among grade 7 students' equation knowledge belief,equation teaching belief and equation learning environment belief.The belief of equation knowledge,equation teaching and equation self-belief are most closely related to the grade 8 students.The knowledge belief,teaching belief and self-belief of equation are the most closely related among grade 9 students.(3)there was a significant correlation between students' equation belief and their math performance,and the seventh grade students' equation learning belief had the greatest impact on their math performance.Students in grade 8 and grade 9 had the greatest impact on their math performance.(4)students of different grades showed significant differences in equation knowledge belief,equation learning belief,equation teaching belief and equation self-belief,while therewas no significant difference in the dimension of equation learning environment belief.There were significant differences between seventh grade students and eighth grade students in knowledge belief,learning belief and self-belief of equations.There were significant differences in the teaching belief and self-belief of equation between grade 8 and grade 9.(5)students' understanding and evaluation of the influence equation belief,especially on the equation self-belief;Teachers' teaching method and classroom evaluation have the greatest influence on students' belief in equation teaching.Based on the research conclusion,this paper puts forward some Suggestions on the daily teaching of mathematics teachers:(1)set the successful experience to stimulate the interest in mathematics learning;(2)broaden the mathematical horizon and realize the social and cultural values;(3)correct use of math classroom comments.