The Influence Of Mathematics Teachers’ Beliefs On Students’ Mathematics Learning

Mathematics education researchers found that cognitive and emotional factors affect the understanding of the nature of mathematics learning in recent years.Mathematical beliefs have become the focus of research in the field of mathematics education.However,there are few domestic researches on the beliefs of mathematics teachers,and most of the exploration of beliefs is still at the theoretical stage.Relevant data shows that since 2008,China has gradually paid attention to the beliefs of mathematics teachers.Because beliefs are implicit and behaviors are explicit,most of the arguments are about the influence of mathematics teachers’ beliefs on teachers’ teaching behavior.As the leaders and organizers of students’ mathematics learning process,mathematics teachers have a great influence on students’ study and life.Therefore,this article directly connects mathematics teachers’ beliefs with students’ mathematics learning,and explores the status quo and mutual relationship between the two.The first part is mainly to introduce the structural elements of mathematics teachers’ beliefs,which are the basis for all other studies.Based on the full reference to the philosophy of mathematics and the philosophy of mathematics education,this article refers to the research results of predecessors.The beliefs of mathematics teachers are divided into five dimensions: essential beliefs in mathematics,belief in mathematics learning,belief in mathematics teaching,belief in role positioning in the classroom,and belief in self.Then the research is divided into two parts: quantitative research and qualitative research.Quantitative analysis of the students in the study of mathematics learning through questionnaires,through classroom observation to understand mathematics teacher beliefs and score.SPSS is used to collect and process data to analyze the relationship between the beliefs of mathematics teachers and students’ mathematics learning.In qualitative research,by formulating interview questionnaires,obtaining necessary materials from the interview information for integration,and analyzing the internal reasons for the quantitative research results.The final research shows that the beliefs of mathematics teachers have a significant correlation with students’ mathematics learning,and positive mathematics teachers’ beliefs have a certain positive influence on students’ mathematics learning.The influence paths of mathematics teachers’ beliefs are mainly divided into two types:(1)Through teaching behavior and teaching attitude,teachers will indirectly influence students’ mathematics learning.Students will learn teachers’ behavior,cognition of mathematics,and methods of solving mathematics problems.(2)Under the influence of the classroom teaching environment,mathematics teachers’ beliefs directly affect students’ interest in mathematics,the choice of learning methods in the process of mathematics learning,the interpretation of learning information,the belief in mathematics learning,and the final learning results.Based on the above research,in order to promote students’ in-depth study of mathematics,the beliefs of mathematics teachers should be correctly guided.This paper presents some suggestions on how to improve teachers’ positive belief.For schools:(1)Strengthen teacher training and provide a platform for communication among teachers;(2)Reform the school atmosphere and provide teachers with time to study mathematics and a more open environment.(3)Improve the evaluation mechanism and realize the diversification of evaluation.(4)Offering courses on the history of mathematics,enriching the mathematics world of teachers,and promoting the development of teachers’ mathematics beliefs.For teachers:(1)Take the initiative to receive training and have the awareness of lifelong learning.(2)Strengthening the sense of reflection,with a positive belief.