Research On The Current Situation Of Urban And Rural Differences In The Level Of Mathematical Belief Systems Among High School Student

From the day mathematics learning begins,individuals have their own perceptions,opinions and attitudes about various elements involved in mathematics learning activities,such as mathematics,mathematics learning,mathematics teaching,mathematics self,and learning environment,etc.These belief constitutive systems are interconnected and in constant development and change,and play a pivotal role in individual mathematics learning.individual’s gender,achievement,region,level of mathematical learning strategies,and level of mathematical meta-cognition influence the development of mathematical belief systems,in this study,the current status of mathematical belief systems of sophomore students and their differential status under the influence of the above factors were investigated by questionnaires and interviews in Lanzhou City,Gansu Province.The study showed that the overall level of sophomore students’ mathematical belief system was relatively positive,with the highest score of mathematical self-belief and the lowest score of learning environment belief.There were significant urban-rural differences in the overall level of students’ mathematical belief systems,mainly in mathematical self-beliefs and learning environment beliefs,which were better in rural than urban areas.On the gender variable,there were no significant gender differences in the mathematical belief system and other dimensions of sophomore students except for mathematical self-belief,the gender difference in the existence of mathematical self-beliefs was manifested by the superiority of boys over girls.There are urban-rural differences in boys’ mathematical belief systems,which are mainly explained and caused by the existence of urban-rural differences in mathematical self-beliefs,manifested by the superiority of townships over cities.There is an urban-rural difference in girls’ beliefs about the learning environment,which is manifested by the superiority of towns over cities.On the achievement variables,there were achievement differences in the mathematics belief system and mathematics beliefs,mathematics teaching beliefs,and mathematics self-belief dimensions among sophomore students.Students in the top 35% of the achievement ranking significantly outperformed students at other levels,and urban-rural differences in mathematics belief system and mathematics self-beliefs and learning environment beliefs were significant for this group of students,showing that rural towns outperformed urban cities.Urban-rural differences were not significant when the mathematics achievement ranking was in other positions.On the math learning strategy variables,there were significant differences in math belief systems and dimensions among students with different math learning strategy levels,and significant urban-rural differences in students’ math belief systems when math learning strategies were at the same level.Rural students with excellent level of mathematics learning strategies had better mathematical beliefs than urban students.The overall level of mathematical belief system,mathematical self-beliefs and learning environment beliefs of rural students with medium level of mathematical learning strategies were better than those of urban students.Urban students with intermediate to low levels of math learning strategies had better math beliefs than rural students.The urban-rural differences were not significant when the math learning strategy level was other levels.On the mathematics meta-cognitive variables,there were significant differences in mathematics belief systems and mathematics teaching beliefs,mathematics self-beliefs,and learning environment beliefs among students with different mathematics meta-cognitive levels.The urban-rural differences in students’ mathematical belief systems and dimensions were significant at the same level of mathematical meta-cognition;rural students with poor mathematical meta-cognition scored better than urban students in their mathematical belief systems,rural students with moderate mathematical meta-cognition scored better than urban students in their beliefs about the learning environment,and urban-rural differences in mathematical belief systems and dimensions were not significant for other levels of students.The findings are analyzed and discussed,and finally the current situation of mathematical beliefs of high school students in Gansu area is concluded based on the survey,and some countermeasures are proposed to enhance the level of mathematical belief systems of urban and rural high school students.Students should correct their attitude towards learning mathematics,understand and evaluate themselves correctly and scientifically,and build up their personality and academic self-confidence.Teachers should pay attention to teaching mathematical learning strategies,standardize classroom language,avoid gender bias and achievement bias,value the educational value of mathematical culture,adapt to the general environment of modern information technology education,and improve professional ethics.Parents should understand their children on the basis of self-knowledge,establish a good parent-child relationship,pay attention to the guidance of their children’s character,clarify their responsibilities and duties,and actively cooperate with the school and teachers.Schools should pay attention to the implicit function of education,the establishment of a sound mechanism for home-school cooperation,and the synergy of the community to create a new culture of mathematics education.