Research on the Relationship between Mathematical Culture and Junior Middle School Students' Interest in Mathematics Based on PLS-SEM Analysis

Abstract

This paper aims to analyze the relationship between mathematical culture and the interest of junior middle school students in learning mathematics. The aspects of interest examined include emotional experience, knowledge acquisition, autonomous involvement, and value recognition. The elements of mathematical culture considered are mathematical knowledge, mathematical thoughts and methods, mathematical thinking, and mathematical awareness and activities. Based on the PLS-SEM method, this study explores the path relationship from facets of mathematical culture to facets of mathematical learning interest. The results reveal that the path coefficient between the facets of mathematical culture and mathematical learning interest is positive, with acceptable effects. The evaluation results are ideal and show significance at the 0.05 level, indicating a positive correlation between mathematical culture and the interest of junior middle school students in learning mathematics. This offers valuable references for further research on mathematical culture and students' interests.