Investigation And Research On The Mathematics Learning Concept Of Eighth Grade Students In Lhasa

With the development of society and the popularization of mathematics curriculum reform throughout the country,accompanied not only by the adjustment of the curriculum system,but also with the renewal of educational concepts,advocating independent,inquiry and cooperative learning methods,at the same time,people’s overall understanding of mathematics has begun to change from a static mathematical learning concept to a dynamic mathematical learning concept.In this study,we investigated the mathematical learning concept of eighth grade students in Lhasa,and analyzed the current situation of mathematics learning concept of eighth grade students in Lhasa and the difference between mathematical learning concepts.The questionnaire of this study is divided into three parts: the first part is the basic situation information of students;the second part is the dimensional scale of mathematical learning concept,mainly referring to Tong Bo’s "Investigation and Research on the Mathematical Learning Concept of Junior High School Students",and also refers to the research of Schommmer,Liu Rude,Huang Yiying and other experts and scholars in mathematical learning concept;the third part is an open question,using the second part of Cao Li’s "Mathematics Learning Concept of Junior High School Students" questionnaire.The study was conducted on eighth-grade students from six schools in Lhasa（School 1,School 2,School 3,School 4,School 5,School 6）.The concept of mathematical learning is divided into three dimensions: mathematical learning attitude,mathematical knowledge nature,and mathematical learning process,and from these three dimensions,the current situation of mathematics learning concept of eighth grade students in Lhasa is studied,and the differences in gender,school,family situation and performance are compared.The purpose is to arouse the attention of schools,parents and teachers to the concept of mathematical learning and teachers’ reflection on their own mathematical teaching behavior,provide a reference for improving teaching,and further improve the mathematical learning concept of middle school students in Lhasa.Data entry,collation and analysis through SPSS26,after verification,the scale has good reliability and validity,can be used as an effective research tool,this study came to the following conclusions:1.The mathematical learning concept of the eighth grade students in Lhasa is generally at the middle and upper levels,the overall is inclined to be positive,the overall mathematical learning attitude tends to be positive,and the mathematical learning process tends to accept the learning method of learning as the main and independent learning as the supplement,but at this stage,the students’ understanding of mathematical knowledge is general,and they cannot clearly realize that mathematics is relative,changing and exploring.Students’ understanding of mathematical knowledge has a lot of room for improvement,which needs to be further improved and developed.2.There are significant differences in the mathematical learning concepts of boys and girls in the eighth grade in Lhasa,among which there is no significant difference between gender in the concept of mathematical learning process and the nature of mathematical knowledge,but there are significant differences in gender attitudes towards mathematical learning,and boys’ mathematical learning attitudes are more positive than those of girls.Among them,school 5 is significantly lower than the other five schools in terms of learning attitude,school 4 is significantly lower than the other five schools in the nature of mathematical knowledge,school 3is significantly lower than the other five schools in the concept of mathematical learning process,and school 1 is higher than the other five schools in the three dimensions of the mathematical learning concept.4.No significant influence of family situation on students’ mathematical learning concept was found.5.The mathematical learning concept of students in different grade groups is significantly different,the mathematical learning concept of high-grade students is significantly better than that of low-segment students in three dimensions,and the learning attitude of students with high grades is more positive,the understanding of mathematical knowledge is clearer,and the learning process is more inclined to actively participate.Based on the above results,teachers should pay attention to the cultivation of students’ mathematical learning concepts in teaching,strengthen exchanges and communication with students,and be able to recruit and quote in teaching,so that students can truly experience the joy of learning mathematics.