A Elementary Research On Epistemic Beliefs About Mathematics For Normal University Staudents

Epistemic Beliefs about Mathematics for Normal University Students (EBMNUS), a group heading for teacher's work, are less concerned in China. The understanding and beliefs about mathematical nature for normal university students will influence the forming of the epistemic beliefs for students. It is necessary to study EBMNUS systematically. This study attempts to explore the differences of EBMNUS and the influence on mathematical learning. Through analyzing, the article educes main conclusions as the following:(1) There is no significant difference between races in overall epistemic beliefs about mathematics;(2) There is no significant difference between genders in overall epistemic beliefs about mathematics;(3) Ways to learn, ability to learn and structure of knowledge of different races have no significant difference, while stability of knowledge of different races are significantly different;(4) There is no significant difference between genders in ways to learn, ability to learn, the structure of knowledge and stability of knowledge;(5) Compare to grade 2007 and grade 2008, grade 2009 EBMNUS'overall epistemic beliefs about mathematics are higher,grade 2010 EBMNUS'overall epistemic beliefs about mathematics are higher than grade 2008(6) Compare to grade 2007 and grade 2008, grade 2009 EBMNUS'ways to learn,grade 2009 EBMNUS' are higher,grade 2010 EBMNUS'are higher than grade 2008; compare to grade 2007 and grade 2008, grade 2009 EBMNUS'ability to learn,grade 2009 and 2010 EBMNUS'are higher; There is no significant difference between structure of know ledge and stability of knowledge (7-9) There is no significant difference among overall epistemic beliefs, ways to learn, ability to learn,structure of knowledge and stability of knowledge of the top midding and late students of grade 2007,2008 and 2009(10) There is no significant difference among overall epistemic beliefs, ability to learn,structure of knowledge and stability of knowledge of the top, midding and late EBMNUS of grade 2010. But in the ways to learn, EBMNUS at all levels of grade 2010 have significant diversity.After a comparison that, the top and midding EBMNUS were significantly higher than midding students, and the two levels of EBMNUS were significantly higher than the less advanced students.(11) There is no significant interaction between genders and races, genders and grades, grades and races in overall epistemic beliefs and its dimensions.To overall epistemic beliefs and its dimensions on different levels of EBMNUS interaction analysis:The first,in grade 2007of EBMNUS, there is a significant interaction between gender and races in ways to learn. In the top of EBMNUS,girls are higher than boys in ways to learn;and boys have significant difference among different levels of EBMNUS. The second,in grade 2008of EBMNUS, there is a significant interaction between races and different levels of EBMNUS in stability of knowledge.Among midding EBMNUS, different races have significant difference in stability of knowledge,and the han ethnic EBMNUS is better than other race.The third, in grade 2009of EBMNUS,there is no significant interaction among gender, races,and different levels in overall epistemic beliefs, ability to learn,structure of knowledge and stability of knowledge.The fourth, in grade 2010 of EBMNUS, there is a significant interaction between gender and different levels of EBMNUS in ways to learn. In the late of EBMNUS,girls are higher than boys in ways to learn;and among boys, the top and midding EBMNUS are higher than late of EBMNUS in ways to learn. there is a significant interaction between races and different levels of EBMNUS in ability to learn and stability of knowledge.Among late of EBMNUS the han ethnic EBMNUS is better than other race in ability to learn;and in minority, the top is better than late of EBMNUS in ability to learn. In stability of knowledge,minority of the top EBMNUS are higher than han ethnic's,but han ethnic midding EBMNUS are higher than other race.(12) There was no correlation between both mathematical beliefs and its dimensions with academic performance of the grade.(13) In understanding of faith the achievements of the regression analysis: The probability of significance in model of the overall epistemic beliefs was greater than 0.1 among the grades 2007,2008,2009 and 2010, so their regressions were not significant. Analysising of various dimensions, their sig.were 0.656 0.867,0.707 and 0.408, respectively; so their regression model were not significant.