Research On Pupils’ Participation In Mathematics Classroom Learning From The Perspective Of Expected-value Theory

Pupils’ participation in mathematics classroom is the direct embodiment of students’ subjectivity.Without pupils’ participation,mathematics classroom can’t be carried out smoothly.Based on personal teaching experience and practical investigation,the author found that there were some phenomena of superficial participation,shallow participation,passive participation or non-participation in pupils’ mathematics classroom learning.These low-quality pupils’ participation in mathematics classroom learning not only increases the teaching difficulty of front-line mathematics teachers,but also leads to the learning pressure of some students.In order to find out the solution to change the low-quality pupils’ participation in mathematics classroom learning,the author walked into the front-line teaching.After a period of investigation,it was found that pupils’ emphasis on participation in mathematics classroom learning and ability evaluation can be taken as a breakthrough,and this breakthrough is very consistent with the expected-value theory in motivation psychology.Therefore,according to expected-value theory,this study establishes theoretical support and logical framework,and seeks the optimal power to motivate pupils to participate in mathematics classroom learning.For this reason,this paper first expounds some background knowledge,such as the reason for choosing the topic,the purpose of the research,the significance of the research,etc.,and extensively collects and consults the literature about expected-value theory,students’ participation in classroom learning and students’ participation in classroom learning from the perspective of expected-value theory,so as to establish a systematic understanding of this research and lay a solid theoretical foundation.On the basis of literature collation and analysis,this paper expounds expected-value theory and learning participation,and clarifies the two core concepts of expected value and learning participation.Then,based on expected-value theory,the research design of this study is established,including research model and hypothesis,research ideas and methods,research objects and tools,data collection and analysis.Specifically,using the methods of literature research,questionnaire survey and interview,we compile the required survey scale to carry out the survey.After obtaining relevant survey data,we use SPSS26.0software to make statistical analysis on the data collected from the questionnaire,including current situation analysis,correlation analysis,regression analysis and variance analysis.At the same time,teachers and students are interviewed in combination with the interview outline,which serves as the auxiliary materials of this study.Based on the data analysis results and interview data,this paper summarizes the positive and negative characteristics of pupils’ participation in mathematics classroom in three dimensions: in terms of behavior participation,the behavior is positive,but the form of behavior participation is single;In terms of emotional participation,self-efficacy is strong,but there are negative emotions;In terms of cognitive participation,cognitive participation has initiative,but the opportunities for cognitive participation are unequal.According to the characteristics of pupils’ participation in mathematics classroom learning,this paper puts forward corresponding suggestions for improvement: cultivating learning habits and improving achievement needs;Implement stratified teaching to improve the expected level;Improve teaching strategies and enhance the value of incentives.Finally,the conclusion and reflection of this study are summarized.To sum up,this study draws the following conclusions: First,most pupils have a high level of expected value,but a low level of achievement needs.Second,most pupils have a high level of participation in mathematics classroom learning,but there are still some low-quality pupils’ participation in mathematics classroom learning.Third,the expected value is an important reason that affects pupils’ participation in mathematics classroom learning.Fourth,the elementary information such as grade,gender,role,study mode and grade of pupils have different degrees of influence on the expected value and pupils’ participation in mathematics classroom learning.