A Elementary Research On Senior Student's Epistemic Beliefs About Mathematics

Student's epistemic beliefs about mathematics has been researched in western education nearly thirty yeas, and in our country we begin to study it just now. There are more correlate researched such as"Mathematics idea",but the tropism of research's theory and method need to more develop.We few give senior students' epistemc beliefs our attention.On this basis,we make a systematic research of senior students' epistemc beliefs in our country.Based on investigate and case research we try to explore the difference of senior students' epistemc beliefs and the factor of beliefs about mathematics on learning.The conclusions are as follows:There are no significant gender differences in each dimension and the whole beliefs,but there is significant town differences in the whole beliefs. There are significant grade differences in the whole beliefs and Simple Knowledge, Fixed Ability , and Fixed manne.Along with grade hoist, whole beliefs and each dimension congnition become eliminate.There are no significant differences in whole beliefs and each dimension in administrative levels student Grade One; There are significant differences in the whole beliefs and Simple Knowledge in Grade Two, and there are significant differences in the whole beliefs and Fixed Ability in Grade Three.Between Grade One, Grade Three's achievement and beliefs cognition are no linearity chance,but Grade Two is differ.There are significant grade and town alternation domino offect in the whole beliefs.There is a significant positive-correlation between the whole beliefs and negative sensibility, protagonist sensibility,interest, Grade One, Grade Three's achievement, and it can directly efficiency predict.In each dimension , Simple Knowledge is most directly efficiency predict negative sensibility, protagonist sensibility,interest, Grade One, Grade Three's achievement.More students identify with mathematics's practicality value, oppugn knowledge,regard understand,solve problem need to in proper sequence,emulate good mathe lie on the day after tomorrow factor,estimate knowledge need to deep thinking.Mastery knowledge's purpose is"do exercise,past exam".Subject characteristic, enter a higher school press may result in negative beliefs or beliefs and study behavior are imperfection consistent. Along with study experience hoist, Student's epistemic beliefs about mathematics become constructive and dialectic.Based on above research, at the end of this article we provide some some considerations for teaching to cultivate availability student's epistemic beliefs about mathematics.