The Non-Intellectual Norm of Middle School Students’ Mathematics Learning and Its Grade Evaluation Standard: Taking Tianjin as an Example
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Published
Jan 29, 2021
Abstract
Using the "Middle School Student Mathematics Learning Non-intellectual Questionnaire," a total of 1,400 middle school students in 11 districts and counties of Tianjin were surveyed. According to the data, using the raw score normalization method and the formula “T = 50+10×Z”, the middle school student mathematics learning non-intellectual population and its sub-dimensions norm table were established the corresponding grade evaluation standard was determined. The results of applied research were analyzed for class and individual application cases, and corresponding suggestions were made based on the analysis results.
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Keywords
Middle School Student, Mathematics, Non-Intellectual, Norm, Grade Evaluation Standard
References
Cao, R., Yu, C., & Yu, Y. (2015). Revision and preliminary application of the Scale of Mathematics Learning Attitudes for High School Students. Journal of Mathematics Education, 24(06): 57-60. [Chinese] http://www.cqvip.com/qk/91144x/201506/667628101.html
Du, X., & Liu, J. (2017). Study on the relationship between “mathematics interest," “mathematics self-efficacy," “learning persistence," and “mathematics achievement” of eighth-grade students. Journal of Mathematics Education, 26(02): 29-34. [Chinese] http://www.cnki.com.cn/Article/CJFDTotal-SXYB201702006.htm
Gao, H., & Chen, K. (2017). Research status and prospects of self-efficacy in mathematics. Journal of Mathematics Education, 26(1): 76-81. [Chinese] http://www.cnki.com.cn/Article/CJFDTotal-SXYB201701018.htm
Lv, S., Fu, M., Sun, M., & Wang, Z. (1995). A cross-cultural study on the influence of Tibetan and Han students’ intellectual and non-intellectual factors on mathematical ability development. Educational Research, 1995, 2(1): 70-74. [Chinese] http://www.cqvip.com/qk/96925x/199501/1003278659.html
Wang, G., & Li, S. (2020). Compilation of a questionnaire on non-intellectual factors in mathematics learning for junior high school students. Journal of Mathematics Education, 29(01): 29-39. [Chinese] http://www.cqvip.com/qk/91144x/202001/7100993971.html
Wang, G., & Yang, R. (2015). Research on Psychological Factors of Minority Mathematics Learning Based on NVivo10 Qualitative Analysis. Journal of Research on Education for Ethnic Minorities, 26(01): 81-84. [Chinese] DOI: https://doi.org/10.15946/j.cnki.1001-7178.2015.01.014
Wang, G., Liu, X., & Li, J. (2017). Research on the Norm of High School Students’ Mathematical Learning Non-intellectual Features and Their Level Standards: Taking Tianjin as an example. Journal of Tianjin Normal University (Elementary Education Edition), 18 (03): 50-59. [Chinese] DOI: https://doi.org/ 10.16826/j.cnki.1009-7228.2017.03.011
Wang, G., She, W., & Song, J. (2014). High-efficiency mathematics learning mental structure model based on NVivo10 qualitative analysis. Studies of Psychology and Behavior, 12(01): 74-79. [Chinese] http://www.cqvip.com/qk/87994x/201401/48585961.html
Wang, G., Song, J., & Wang, Z. (2015). Development of a questionnaire on non-intelligence characteristics of high school students’ mathematics learning. Journal of Mathematics Education, 24(03): 17-27. [Chinese] https://www.airitilibrary.com/Publication/alDetailedMesh?docid=sxjyxb201503004
Wang, Y. (2004). Non-intellectual factors and students’ mathematics learning. Journal of Chengdu Normal University, 20(12):84-86. [Chinese] DOI: https://doi.org/10.3969/j.issn.1000-5757.2004.12.041
Yang, H., Liu, D., & Yang, R. (2015). The relationship between learning interest, self-efficacy, learning strategy, and performance: A study on junior high school mathematics learning based on Kolb learning style. Educational Science Research, 26(10): 52-57. [Chinese] http://www.cqvip.com/qk/83877x/201510/666377515.html
Zhang, G. (2012). Higher mathematics teaching should pay attention to the cultivation of students’ non-intelligence factors. Educational Exploration, 23(4): 66-67. [Chinese] DOI: https://doi.org/10.3969/j.issn.1002-0845.2012.04.027
Du, X., & Liu, J. (2017). Study on the relationship between “mathematics interest," “mathematics self-efficacy," “learning persistence," and “mathematics achievement” of eighth-grade students. Journal of Mathematics Education, 26(02): 29-34. [Chinese] http://www.cnki.com.cn/Article/CJFDTotal-SXYB201702006.htm
Gao, H., & Chen, K. (2017). Research status and prospects of self-efficacy in mathematics. Journal of Mathematics Education, 26(1): 76-81. [Chinese] http://www.cnki.com.cn/Article/CJFDTotal-SXYB201701018.htm
Lv, S., Fu, M., Sun, M., & Wang, Z. (1995). A cross-cultural study on the influence of Tibetan and Han students’ intellectual and non-intellectual factors on mathematical ability development. Educational Research, 1995, 2(1): 70-74. [Chinese] http://www.cqvip.com/qk/96925x/199501/1003278659.html
Wang, G., & Li, S. (2020). Compilation of a questionnaire on non-intellectual factors in mathematics learning for junior high school students. Journal of Mathematics Education, 29(01): 29-39. [Chinese] http://www.cqvip.com/qk/91144x/202001/7100993971.html
Wang, G., & Yang, R. (2015). Research on Psychological Factors of Minority Mathematics Learning Based on NVivo10 Qualitative Analysis. Journal of Research on Education for Ethnic Minorities, 26(01): 81-84. [Chinese] DOI: https://doi.org/10.15946/j.cnki.1001-7178.2015.01.014
Wang, G., Liu, X., & Li, J. (2017). Research on the Norm of High School Students’ Mathematical Learning Non-intellectual Features and Their Level Standards: Taking Tianjin as an example. Journal of Tianjin Normal University (Elementary Education Edition), 18 (03): 50-59. [Chinese] DOI: https://doi.org/ 10.16826/j.cnki.1009-7228.2017.03.011
Wang, G., She, W., & Song, J. (2014). High-efficiency mathematics learning mental structure model based on NVivo10 qualitative analysis. Studies of Psychology and Behavior, 12(01): 74-79. [Chinese] http://www.cqvip.com/qk/87994x/201401/48585961.html
Wang, G., Song, J., & Wang, Z. (2015). Development of a questionnaire on non-intelligence characteristics of high school students’ mathematics learning. Journal of Mathematics Education, 24(03): 17-27. [Chinese] https://www.airitilibrary.com/Publication/alDetailedMesh?docid=sxjyxb201503004
Wang, Y. (2004). Non-intellectual factors and students’ mathematics learning. Journal of Chengdu Normal University, 20(12):84-86. [Chinese] DOI: https://doi.org/10.3969/j.issn.1000-5757.2004.12.041
Yang, H., Liu, D., & Yang, R. (2015). The relationship between learning interest, self-efficacy, learning strategy, and performance: A study on junior high school mathematics learning based on Kolb learning style. Educational Science Research, 26(10): 52-57. [Chinese] http://www.cqvip.com/qk/83877x/201510/666377515.html
Zhang, G. (2012). Higher mathematics teaching should pay attention to the cultivation of students’ non-intelligence factors. Educational Exploration, 23(4): 66-67. [Chinese] DOI: https://doi.org/10.3969/j.issn.1002-0845.2012.04.027
How to Cite
Wang, G., Li, J., & Jian, J. (2021). The Non-Intellectual Norm of Middle School Students’ Mathematics Learning and Its Grade Evaluation Standard: Taking Tianjin as an Example. Best Evidence in Chinese Education, 7(1), 907-922. https://doi.org/10.15354/bece.21.ar007
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