Survey Of Relation Between Temperament Type And Mathematics-Learning Performance Of Primary And Secondary School Students

Since1970s, it became more common to get to the research reports which regarding the Temperament studies, meanwhile, its impacts on primary and secondary school students’academic achievements also attracted much attention. However, there are still less research methods about how the young students can be affected by Temperament in mathematics study field. In this research, the writer started with introducing the definition and behavior characteristics of Temperament. Secondly, various types of Temperament from worldwide spectrum, the academic-performance related studies and some of their impacts on math-learning are elaborated. Thirdly, totally750students from elementary school, junior high school and senior high school were chosen to be research objects. The writer carried out several questionnaires to measure students’type of the Temperament. Moreover, the students were tested in mathematics by the unified exam in three schools respectively. In the end, the writer processed the data by the T test and Chi-Square test.From the results of the research and analysis,first of all, the students have sanguine temperament and phlegmatic temperament are more than others, but the proportion of the students with choleric-melancholic type, sanguine-melancholic type and phlegmatic-melancholic type is minimum. Second, the results of the analysis show that, the choleric type is the inferior temperament, but I can’t get the superiority for learning mathematics. I can only explain that sanguine-phlegmatic and phlegmatic-melancholic type are in favor of mathematics learning performance. Third, from the difference of gender, boys and girls with all kinds of the temperament types don’t show notable relation to the average scores in primary school and senior high school. But the difference of the temperament types of boys and girls in middle school and the average scores is obvious. The average scores of the students with phlegmatic and choleric-melancholic exists significant difference. Finally, from the point of age difference, the effects which the temperament types make to the students’ mathematical scores will change as time goes on.Combined with the results of the survey, I analyzed the behaviour of the different temperament types students in studying mathematics, and put forward some strategies to raise the teaching effect. First of all, teachers should correctly treat students’ temperament type, ane can’t have prejudice. Secondly, teachers should correctly analysis the students’ temperament types and set store by overall interests in class teaching. Then teachers should make guidance distinguishing the temperament types after class. Finally, guide students to understand their own temperament type and realize self-improvement.