A Study On The Teaching Strategies Of Improving Mathematics Epistemic Belief Of The Seventh Grade Student From Rural-urban Fringe Zone

The epistemic beliefs about mathematics refer to student’s ideas or opinions about mathematical knowledge and cognitive processes.Student’mathematics epistemic beliefs deeply affected their math learning. In recent years, Student’mathematics epistemic beliefs has become an important issue of mathematics education.Based on the theoretical guidance and practical needs, this study of the urban fringe junior high school grade one students as the research object, methods through the summary of experience and theoretical speculation, experimental research, case studies and lesson study combination, studies on the teaching strategies of improving mathematics epistemic belief of the seventh grade student from rural-urban fringe zone. Specifically, this study made the following several main tasks:First, in theory, according to the present situation and causes of students’ beliefs, proposed to improve the urban fringe first grade junior middle school students teaching strategies for mathematics epistemic beliefs. Strategies to improve the knowledge of the structure of the faith are:the creation of situational contact life, looking for contact mathematics and life; combing knowledge form the structure, construction of internal relations of knowledge. Strategies to improve the knowledge of stable beliefs are:about historical events, the development of critical awareness and appreciation; highlights the dominant position, enhance self-initiative. Strategies to improve learning ability beliefs are:sharing inspirational stories inspire self-confidence and self-awareness; hierarchical teaching, cultivate a good sense of self-efficacy. Strategies to improve the learning speed beliefs are:quality and quantity, as in efficiency; dialysis understanding wins in variants. Strategies to improve the learning beliefs are:diverse, complementary to each other into; reflection summary, excellence; good habits, the future success.Secondly, in practice research, mainly to teaching practice, supplemented by investigation, case interviews, case study, Discussion of the proposed improvement strategy for improving the epistemic beliefs and scores who the urban fringe grade first grade junior middle school are valid. Studies have shown that:(1)The student’s mathematical knowledge structure faith has not been significantly improved.(2) The effect of improving the students’ mathematical knowledge stable belief remarkable.(3) The effect of improving the students’ mathematics learning ability beliefs, mathematics learning speed beliefs, learning mathematics beliefs is extremely significant.(4)The teaching strategies to improve the urban fringe junior high school grade one students’epistemic beliefs can significantly improve student achievement.