A Comparative Study On Mathematics Belief Among Junior School Students From Urban And Rural Areas In Ganzhou

Mathematics is a branch of science that studies the quantitative relation and spatial form, andproduces a great importance on the humans development and social improvement. With thedevelopment of modern science and technology, mathematics is more widely used in differentaspects of daily life and social production. Therefore, mathematics education plays a veryimportant role in the cultivation of citizens in the future. Besides, mathematics course in theperiod of compulsory education is one of the basic courses to cultivate the quality of citizens,which is of the fundamentality, universality and expansibility. Mathematics course not only letsstudents grasp the fundamental knowledge and basic skills, but also cultivates students’ abstractthinking, innovative thinking and reasoning practical ability, and drives students to cultivatescientific and reasonable outlook on life, world outlook and value. Practical researches show thatstudents’ nonintellectual factors, such as emotion attitude, could place a large influence on thelearning of mathematics course.First of all, the author clears up the literatures of students’ mathematic beliefs at home andabroad, including the researches on belief at home and abroad, the definition of students’mathematic beliefs. Secondly, the author makes a definition of the system of students’ mathematicbeliefs from following five aspects: mathematic belief, mathematic learning belief, mathematicteaching belief, mathematic self-belief and the belief of mathematic learning environment.Quantitative research method is applied to this study. Referencing to the formerquestionnaires about students’ mathematic beliefs designed by researchers at home and abroad,the author designed his own questionnaires based on the mathematic course criterion incompulsory education period, and carried on the questionnaire survey towards two kinds ofmiddle school students of Ganzhou, ones in the city and the others in the country. Thirdly, theauthor analyzed the data of questionnaires with the help of SPSS. What’s more, the authoranalyzed the mathematic belief system of middle school students from the city and country.Averaging method, independent samples T test, correlational analysis method were used toanalyzed data collected. After analyzing the statistical results, the author drew followingconclusions:1. The difference of mathematic beliefs between middle school students from the cityand the country;2. The difference of mathematic learning beliefs between middle school studentsfrom the city and the country;3. The difference of mathematic teaching beliefs between middleschool students from the city and the country;4. The difference of mathematic self-beliefsbetween middle school students from the city and the country;5. The difference of the beliefs ofmathematic learning environment between middle school students from the city and the country.At last, after analyzing the reasons effecting the data results and clearing up the research results, in order to cater for the revolution of mathematic course in the compulsory period, the author putforward following suggestions at the end of this paper.(1) The correlation and instability ofmiddle school students’ mathematic beliefs should be made full use of;(2) The competentgovernment and educational department should implement relevant policy, increase input incountry schools so as to promote the integrative development of education between in the city andcountry;(3) The school should convene parents’ meeting regularly so as to enhance the exchangeand cooperation between parents and schools;(4) The exchange between urban schools andcountry schools should be enhanced and sharing mechanism of resources between in the urbanschools and country schools;(5) The competent educational apartments should find out thecharacteristics of middle schools in the countries and optimize teachers of middle schools in thecountries.