A Study On The Current Situation And Influencing Factors Of Students’ Mathematics View In Grade 4 To 6

The mathematical view is the answer to the question "What is mathematics?" Since ancient times,the concept of mathematics has been attached great importance by people.Since the 20 th century,several editions of mathematics curriculum standards have included the component of the concept of mathematics,and the emphasis on it is getting higher and higher.Students’ view of mathematics directly affects their way of learning mathematics and solving mathematical problems,as well as their interest in learning mathematics.This study hopes to provide some useful references for mathematics educators to improve pupils’ mathematics view by studying the current situation and influencing factors of pupils’ mathematics view in minority areas.Firstly,this study combs domestic and foreign literature related to students’ mathematical view from the definition of mathematical view,the historical evolution of mathematical view,the structure of mathematical view,the investigation and research of mathematical view,and the factors affecting mathematical view,and finds that students’ mathematical view has a rich extension.Therefore,the research defines the students’ concept of mathematics as a big concept system composed of five dimensions: the concept of mathematics self,the concept of mathematics,the concept of mathematics learning,the concept of mathematics teaching and the concept of learning environment.Secondly,the mixed research method is adopted.Based on the mathematics curriculum standard in 2022 and the existing questionnaire of students’ mathematical views,the questionnaire of students in grades 4-6 in ethnic minority areas is prepared.After the formal questionnaire is confirmed by the test,the questionnaire of some ethnic minority primary school students in an ethnic minority autonomous county in Yunnan Province is conducted.Analyzed the data with SPSS statistical analysis software and conducted descriptive statistics on the mathematical views of primary school students in minority areas.This thesis analyzes the grade difference,gender difference,regional difference,ethnic difference,and language difference of primary school students in minority areas and conducts correlation analysis and multiple regression analysis of multiple independent variables at the level of family and teacher and primary school students’ mathematical view.Based on the data analysis results,an interview outline of teachers and students was compiled to further explore the current situation of primary school students’ mathematical view in minority areas and its influencing factors.The study found:1.Primary school students in minority areas hold a reasonable view of mathematics overall.2.There are gender differences,regional differences,ethnic differences,and language differences in elementary school students’ mathematical views in minority areas.3.The sub-dimensions of elementary school students’ mathematical view in minority areas are closely related and influence each other.4.Parents’ educational background,parents’ educational roles,parents’ educational expectations,family education resources,parents’ evaluation of children’s math learning,teachers’ math view,teacher-student relationship,teachers’ teaching methods,teachers’ classroom atmosphere created by teachers,teachers’ personality charm,students’ math performance and learning interest are all factors influencing pupils’ math view.Finally,through the reflection of the research results,combined with the 2022 edition of the mathematics curriculum standard,the research puts forward some suggestions to improve the elementary school students’ mathematics view.