Research On The Evaluation Model Of The Influence Of Mathematics Culture On Junior High School Students’ Interest In Mathematics Learning

The Mathematics Curriculum Standards for Compulsory Education(2022 Edition)emphasises that mathematics education should pay attention to the frontiers of mathematics and mathematical culture,inherit and promote the excellent Chinese traditional culture,conform to the cognitive rules of students,promote the development of emotions,attitudes and other values,and develop core literacy.Mathematics education for junior secondary students is an important stage in the implementation of the Party’s policy of "establishing moral values" in the context of the new era,and research on the influence of mathematical culture on junior secondary students’interest in learning mathematics has an important role in promoting the development of students’core literacy skills.However,current research focuses on the connotation of mathematical culture,the organic integration of mathematical culture into teaching materials and teaching,and the investigation of the current situation and teaching strategies of the influence of mathematical culture on mathematics learning interests.This has led to a relative lack of research and results to support the development of curriculum materials,classroom teaching and mathematics assessment.Research on the influence of mathematical culture on junior secondary students’interest in learning mathematics is relatively inadequate and needs to be further explored in a systematic manner.Based on these reflections,this study identifies two questions:Question 1:Are junior secondary students receptive to the presentation of mathematical culture forms?Question 2:How can we determine the indicators for measuring mathematical culture and measuring interest in mathematics learning with junior secondary students as the target of the study,and further construct a model for measuring the influence of mathematical culture on junior secondary students’ interest in mathematics learning?Question 1 is the basis for Question 2,and the study of Question 2 will only be meaningful if the junior secondary students discussed in Question 1 have a good acceptance of the cultural patterns of mathematics in the current curriculum or textbooks.The main work of the study is further developed by drawing on the main research ideas and methods in mathematics education assessment regarding the construction of assessment models,combining the two main educational research methods,quantitative and qualitative,as the core,and using a combination of questionnaire,interview and experimental methods as well as exploratory factor analysis,validation factor analysis and independent sample t-test in education statistics.In terms of sampling methods and subjects,the researcher conducted a simple random sampling of a secondary school in Qingxiu District,Nanning City to obtain the sample for this study.By combing through the literature and developing a preliminary assessment tool based on previous research,the preliminary assessment tool was revised by using the 279 valid data obtained from the preliminary assessment tool survey as a sample and determining the exploratory measures of mathematical culture and exploratory measures of interest in mathematics learning based on correlation analysis and exploratory factor analysis in SPSS 17.0 with junior secondary school students as the target population.The research instrument on the acceptance of mathematical culture among junior secondary school students was developed based on the results of previous research studies,providing important theoretical and hypothesis-testing support for the construction and validation of the measurement model of the impact of mathematical culture on junior secondary school students’ interest in mathematics learning.A validated factor analysis based on AMOS 29.0 was conducted using a sample of 634 valid data obtained from the modified instrument to construct a model for measuring the impact of mathematical culture on junior secondary students’ interest in mathematics.Finally,a control class and an experimental class in Year 7 were selected as subjects to conduct an experimental study using the teaching experiment on the organic integration of mathematical culture and mathematics classroom and the mathematical culture club class as interventions to validate the measurement model of the impact of mathematical culture on junior secondary students’ interest in mathematics learning from a practical perspective.Based on such a research process,the following conclusions were drawn from this study:(1)Lower secondary students are more receptive to the presentation of mathematical cultural forms.The current presentation of mathematical cultural forms in junior secondary school mathematics textbooks is mainly "plain text,text boxes and contextual diagrams." The grade was assessed by calculating the mean score,and the grade was assessed using the equidistant principle.The questionnaire survey and the interview study yielded a grade of D(slightly agreeable)for the acceptance of contextual diagrams by junior secondary students,and a grade of C(neutral)for the acceptance of plain text and text boxes.Interestingness and imagery are the main factors influencing students’ acceptance of mathematical culture.(2)A measure of the influence of mathematical culture on junior secondary students’ interest in mathematics learning was constructed.Using the initially developed assessment tool for the survey,correlation analysis and exploratory factor analysis based on SPSS 17.0 determined that the measures of mathematical culture were mathematical knowledge,mathematical ideas and methods,mathematical thinking,and mathematical awareness and activities;and the measures of interest in mathematics learning were affective experience,knowledge acquisition,independent engagement,and value perception.Using the modified formal assessment instrument,the validated factor analysis based on AMOS 29.0 determined that the four major measures of mathematical culture,such as mathematical knowledge,were well reflected by the four major measures of interest in mathematics learning,such as affective experience.The questionnaires developed for the study of junior secondary school students are simple and can avoid inertia.The reliability(consistency and half-score reliability)and validity(structural validity and discriminant validity)of the instruments are relatively reliable,and the differentiation between the items is acceptable and the correlation between the items and the dimensions is good.(3)The evaluation model of the influence of mathematics culture on junior high school students’ interest in mathematics learning is constructed.Using the survey results of the formal evaluation tool,based on AMOS 29.0,the evaluation model of the influence of mathematical culture on junior high school students’ interest in mathematics learning is constructed,and the hypothesis relationship between the variables in the model is tested.It shows that mathematical culture has a positive and significant impact on junior high school students’ interest in mathematics learning.The structural equation of the influence of mathematical culture on emotional experience is:X1=0.19δ1+0.29δ2+0.37δ3+0.53δ4+ε1;The structural equation for the influence of mathematical culture on knowledge acquisition is X2=0.22δ1+0.19δ2+0.21δ3+0.65δ4+ε2;The structural equation of the influence of mathematical culture on independent input is:X3=0.11δ1+0.31δ2+0.20δ3+0.62δ4+ε3;The structural equation of the influence of mathematical culture on value cognition is:X4=0.28δ1+0.45δ2+0.02δ3+0.44δ4+ε4,Among them:δ1,δ2,δ3andδ4 mathematical knowledge,mathematical thinking and methods,mathematical thinking,mathematical consciousness and activities;ε1,ε2,ε3 and ε4 are error terms.Finally,an independent samples t-test showed that the experimental and control classes showed significant differences in both the mathematical culture dimension and the mathematical learning interest dimension.The structural equation of the constructed model for measuring the influence of mathematical culture on junior secondary students’ interest in mathematics learning from the perspective of the experimental mathematical culture teaching and club class intervention combined indicates that mathematical culture has a positive significant influence on junior secondary students’ interest in mathematics learning,and that the model for measuring the influence of mathematical culture on junior secondary students’ interest in mathematics learning has some applicability to explore the preliminary practice of the influence of mathematical culture on junior secondary students’interest in mathematics learning.(4)Mathematics culture has a positive and significant impact on junior high school students ’interest in mathematics learning,and also has a positive impact on students ’ mathematics core literacy ability.The application problems of ’ solving equations ’ examine students ’ mathematical thinking methods such as conversion and transformation,and at the same time reflect junior high school students ’ mathematical core literacy abilities such as model concept,reasoning ability and computing ability.After the intervention experiment,the values of the control class and the experimental class in the ’ solving equation ’ dimension were 3.259 and 4.352,respectively,with a difference of 1.093.The independent sample t test showed that there was a significant difference between the experimental class and the control class in the ’ solving equation ’(Sig.bilateral,p<0.05),that is,the mathematical culture has a positive impact on the interest of junior high school students in mathematics learning,and also has a positive impact on the improvement of mathematical core literacy ability such as model concept,reasoning ability and computing ability.