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Α Β Γ Δ Ε Ζ Η Θ Ι Κ Λ Μ Ν Ξ Ο Π Ρ Σ Τ Υ Φ Χ Ψ Ω α β γ δ ε ζ η θ ι κ λ μ ν ξ ο π ρ σ τ υ φ χ ψ ω
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Ä Ö Ü ä ö ü ß
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± × ÷ ≠ ≤ ≥ ∞ ∴ ♂ ♀ ∠ ⊥ ⌒ ∂ ∇ ≡ ≒ ≪ ≫ √ ∽ ∝ ∵ ∫ ∬ ∈ ∋ ⊆ ⊇ ⊂ ⊃ ∪ ∩ ∧ ∨ ￢ ⇒ ⇔ ∀ ∃ ∮ ∑ ∏ ＋ － ＜ ＝ ＞
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      Developing an instrument of assessing the middle school students' perceptions of moral education in mathematics

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      https://www.riss.kr/link?id=A109795272

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      Since the 21st century, humanistic spirit and scientific attitude have gradually become the focus of moral education in mathematics (MEM). Based on practice, the overall design of MEM has been formed. The connotation and system of MEM have been continuously improved. However, there is still no unified and clear connotation framework for MEM.
      We refer to relevant literature to develop a survey questionnaire on junior high school students’ perception of MEM. Through exploratory and confirmatory factor analysis of 524 junior high school students' questionnaires, the results show that there are four dimensions of junior high school students’ perception of MEM, namely personal quality, mathematical aesthetics, humanistic spirit and rational spirit. The survey scale has a clear structure and good reliability and validity to determine the exclusion of certain factors in establishing mathematical models is to make moral choices.
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      Since the 21st century, humanistic spirit and scientific attitude have gradually become the focus of moral education in mathematics (MEM). Based on practice, the overall design of MEM has been formed. The connotation and system of MEM have been contin...

      Since the 21st century, humanistic spirit and scientific attitude have gradually become the focus of moral education in mathematics (MEM). Based on practice, the overall design of MEM has been formed. The connotation and system of MEM have been continuously improved. However, there is still no unified and clear connotation framework for MEM.
      We refer to relevant literature to develop a survey questionnaire on junior high school students’ perception of MEM. Through exploratory and confirmatory factor analysis of 524 junior high school students' questionnaires, the results show that there are four dimensions of junior high school students’ perception of MEM, namely personal quality, mathematical aesthetics, humanistic spirit and rational spirit. The survey scale has a clear structure and good reliability and validity to determine the exclusion of certain factors in establishing mathematical models is to make moral choices.

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