摘要
采用数学教师信念、学生数学信念系统与数学学习兴趣问卷,选取39个班级的数学教师和820名初一到高三年级的中学生作为被试,运用多层线性模型(HLM)探讨数学教师的信念与学生数学信念系统对数学学习兴趣的影响,以期能为在数学教学中提高学生的数学学习兴趣提供一些参考.
The study aimed to explore the effects of mathematics teachers＇ beliefs and students＇ mathematics belief system on mathematics learning interest using the multilevel linear model, in order to provide some references for improving students＇ mathematics learn- ing interest in mathematics teaching. The sample was consisted of 39 mathematics teachers and their 820 students grades 7 to 12. The research tools used were mathematics teachers＇ beliefs questionnaire,students＇ mathematics belief system and mathematics learning interest questionnaire.
出处
《数学的实践与认识》
北大核心
2015年第12期294-301,共8页
Mathematics in Practice and Theory
基金
中国人民大学科学研究基金(中央高校基本科研业务费专项资金资助)项目成果15XNH102
关键词
数学教师信念
数学信念系统
数学学习兴趣
mathematics teachers＇ beliefs
mathematics belief system
mathematics learninginterest
