Investigation On The Status Quo Of Mathematical Beliefs Among Urban And Rural Senior High School Students And Research On The Improvement Countermeasures

Mathematical beliefs is an important part of non-intellectual factors in the field of mathematics learning.It is the point of view held by individuals when facing mathematics.Under the current new curriculum standards,students are not only required to master basic mathematical knowledge and skills,but also to focus on the cultivation of students' practical ability and thinking innovation ability.In recent years,more and more scholars have begun to study mathematical beliefs.Studies have shown that students' mathematical beliefs have a great influence on the learning of mathematics courses.Beliefs are hidden in the invisible and are often easily ignored by educators.Therefore,studying students' mathematical beliefs is a very important topic in the current field of mathematics education research.This research first analyzes and sorts out the literature on mathematical beliefs at home and abroad,and defines the five dimensions of mathematical beliefs of the students in this study,namely,mathematics views,mathematics teaching beliefs,mathematics learning beliefs,mathematics self-belief,and mathematics learning environment beliefs.On the basis of the new curriculum standard concept,by referring to the questionnaires of researchers on mathematical beliefs in the existing literature,the questionnaires and interview outlines were compiled,and a total of 556 senior high school students in urban and rural areas of Yan'an were investigated from the perspectives of gender,grade,student source,grades,and subject.The survey data was entered into the SPSS statistical software for analysis,and the relevant conclusions were drawn:(1)Overall,the overall level of urban and rural high school students' mathematical beliefs is above the middle level;(2)In terms of gender Differences;(3)Differences in grades;(4)Differences in student sources;(5)Differences in grades;(6)Differences in disciplines.Then it analyzes the main factors that affect the formation of students' mathematical beliefs from five dimensions.Finally,the following countermeasures to improve the mathematical belief of urban and rural high school students are proposed.(1)From the perspective of students' self-recognition,improvement measures mainly include correcting learning attitudes,enhancing students' self-confidence,and carrying out student self-evaluation and mutual evaluation.(2)From the perspective of teachers' teaching,improvement countermeasures mainly include using the instability and relevance of students' mathematical beliefs,changing the role of teachers,and rational use of modern information technology.(3)From the perspective of the school and the family,communication strategies mainly include the school's need to organize parent meetings on a regular basis to enhance home-school communication,and the school's need to pay more attention to the mental health of each student.(4)From the perspective of cities and towns,the cooperative countermeasures mainly include the implementation of relevant policies by the government and relevant departments on urban and rural education issues,narrowing the gap between urban and rural areas,and optimizing the teaching team according to the characteristics of township schools,strengthening the effective exchanges between urban and rural areas,and interacting with each other.Cooperate to improve the level of self-teaching.