A Study On The Influence Of Learning Engagement And Learning Opportunity On Junior Middle School Students' Mathematics Achievement

With the development of science and technology,mathematics plays a unique and irreplaceable role in the formation of human rational thinking,and becomes a powerful weapon for scientific and technological progress.At the same time,mathematics achievement is also an important subject to measure students' learning ability.Since the 21 st century,China has promulgated a series of new standards for mathematics curriculum reform.In the curriculum standards,it is clearly pointed out that "mathematics literacy is the basic literacy that every citizen in modern society should have".In this context of curriculum reform,mathematics achievement has become a hot topic in the field of education in China.Middle school stage is the golden period for students to learn.Mathematics is one of the core subjects in middle school.Learning engagement and learning opportunity are the internal and external factors that affect students' mathematics performance.It is necessary to explore their impact on junior high school students' mathematics performance,which is conducive to providing valuable strategies and suggestions for students,teachers and education decision makers.In this study,865 junior high school students were investigated in the form of a questionnaire,and data were collected.Because students are nested in the class,HLM hierarchical linear model was used to analyze the students' mathematics scores as dependent variables,emotion,cognition,behavior and social input as independent variables at the student level,and teaching content,teaching practice and teaching quality as independent variables at the class level The influence on junior high school students' mathematics achievement.According to the analysis results of this study,the final conclusions are as follows:(1)In the process of mathematics learning,students' behavior,emotion,cognition and social engagement significantly positively predict students' mathematics performance,in which the effect of emotional engagement is greater than that of behavioral engagement,and the effect of cognitive engagement on mathematics performance is relatively small.(2)The class level includes the teaching contents of contacting the experience of Applied Mathematics and pure mathematics.Among them,contacting the experience of applied mathematics has a significant negative impact on the students' mathematics performance,while contacting the experience of pure mathematics has no significant impact on the students' mathematics performance.In the index of teaching practice,the way of teaching with teachers as the main guide has a significant positive effect on students' mathematics achievement,while the way of teaching with students as the center has no significant effect on students' mathematics achievement.Among the teaching quality indicators,cognitive activities have a significant positive impact on students' mathematics performance,while teacher support has no significant impact on students' mathematics performance.Therefore,according to the above research results,we can provide theoretical and practical significance for the development of mathematics education in middle school,and practical suggestions for education practice and education researchers.