A Study On The Correlation Between Mathematics Beliefs And Problem Solving In High School Students

Each student is a different individual with their own beliefs,which affects their problem-solving process,and then affects their academic achievement in mathematics.If teachers want to implement effective teaching and achieve the expected teaching effect,teachers must pay attention to students ’ mathematical beliefs.Students also hold different beliefs in mathematics when they have different mathematical knowledge content.Triangle function knowledge has an important role in high school mathematics.In order to understand the mathematical belief held by students when learning triangle function,the study studies the current status of triangle function mathematical belief of high school students,the current status of triangle function problem solving and the correlation between the two.This paper obtains the following conclusions through the research,investigation and analysis:(1)The overall high school students of triangle function mathematics belief is in a positive level,among which the dimension of triangle function knowledge and belief is the highest positive level,and the dimension of triangle function teaching belief is the lowest.(2)There is no gender difference in trigonometric function knowledge belief and trigonometric function self-belief,including gender differences in trigonometric function learning belief,triangle function teaching belief,trigonometric function learning environment belief,and belief,that is,boys are higher than girls.(3)There are differences in arts and science in the overall mathematical belief and various dimensions,that is,science is higher than liberal arts.(4)There is no grade difference in the belief of triangle function knowledge,triangle function teaching belief and delta function learning environment belief,and there is no grade difference in the triangle function learning belief,triangle function self-belief and triangle function mathematics belief,that is,senior three is higher than senior one.(5)Different types of problem solving,high school students have different levels of problem solving.(6)There is no gender difference in the solution of trigonometric function problems in topics1,2,4 and the test paper as a whole,and there is a gender difference in the solution of trigonometric function problems in topics 3 and 5,that is,the level of boys is higher than that of girls.(7)There is no difference in the arts and science in the solution of the triangle function problem in topics 1,and there are differences in the problem solving of topics 2,3,4,5 and the overall test volume,that is,the level of science students is higher than that of the liberal arts students.(8)There is no grade difference in the solution of trigonometric function problems in topics1,2,5 and the whole test paper,and there is a grade difference in the solution of trigonometric function problems in topics 3 and 4,that is,the level of senior three students is higher than that of senior one students.(9)There is a very significant correlation between the whole and all dimensions and the solution of the trigonometric function problem,where the trigonometric function learning belief has the greatest impact on the solution of the trigonometric function problem,followed by the teaching belief and the trigonometric function learning environment belief.Based on the above conclusion,in order to cultivate students ’triangular function mathematical belief and to promote the solution of students’ mathematical problems,this study proposes the following teaching suggestions for reference only: the new class teaching should fully show the generation process of knowledge;carry out the theme report,understand the history of mathematics;and strengthen the practical application of knowledge.