Normal College Of Mathematics And Applied Mathematics Students' Mathematical Understanding Of The Beliefs Of The Investigation And Analysis

Many foreign researches indicated that, students'beliefs hid behind their behavioral expression, their cognition process, and the emotion experiences , just like an invisible hand, is directing the study process, thus affecting study result profoundly. Student's epistemic beliefs about mathematics has been researched in western education nearly thirty yeas, but this study has just begun in our country. Althougth Tang Jian-lan and other Chinese scholars did some relevant researches about mathematics epistemic beliefs of middle school students , no one concerned on the mathematics epistemic beliefs of normal university students. Therefore, this article wants to analyze university students'epistemic beliefs about mathematics. It can give some help for the studying of students majoring in mathematics and the education of normal university .First, this article describes the concept, composition and structure, formation and development of normal university students'mathematics epistemic beliefs in theory, using literature analytic method. Then, based on questionnaire investigate, we try to explore the difference of epistemc beliefs about mathematics and its effect to mathematics study of the students majoring in mathematical education in our country's normal university. The conclusions are as follows:There are significant grade differences in the whole beliefs and Simple Knowledge, Judgement Knowledge, Fixed Ability, Fixed Manner, and Quick Learning, and Junior student's mathematical epistemic beliefs is the most negative .There are significant gender differences in the whole beliefs and Simple Knowledge, Certain Knowledge, Fixed Ability, Fixed Manner, and Quick Learning,and girls'mathematics epistemic beliefs is more postive significantly. There are no significant urban-rural differences in each dimension and the whole beliefs.There are no significant differences in whole beliefs and each dimension in administrative levels Freshman and Sophomore; There are significant differences in the whole beliefs and Certain Knowledge in Junior students, and there are significant differences in the whole beliefs and Simple Knowledge in Senior students.Between Grade Three's achievement and beliefs cognition are linearity chance,but Grade Four is differ.There are significant gender, grade and urban-rural alternation domino effect in the whole beliefs. There are also significant grade and gender alternation domino effect in the Certain Knowledge, gender and urban-rural.There is a significant positive-correlation between the whole beliefs and negative sensibility, protagonist sensibility,interest, self-confidence, willpower's achievement, and it can directly efficiency predict. In each dimension, Fixed Manner is most directly efficiency predict negative sensibility, protagonist sensibility, interest, self-confidence, willpower's achievement.Most university students majoring in mathematics of normal university think that the abilty of learning math is not nature but lie on the day after tomorrow effort, the manner of learning is mostly self-helpful, oppugn knowledge, regard understand, learn need to in proper sequence;however,some students think mathematics is unuseful for their future work. Usually, they don't identify with mathematics's practicality value.At the end of this article, based on above research, we provide some considerations for how to cultivate student's availability epistemic beliefs about mathematics in the teaching of mathematics in normal university.