| A key factor for the improvement of middle school mathematics education is the continuous development and enhancement of the quality of the mathematics teachers. A mathematics teacher is a profession with strong academic backgrounds. The rapid changes in our society and the middle school education system have imposed new challenges to every school and mathematics teacher on how to improve the professionalism, how to make the mathematics education more beneficial to the students, and how to develop a fair, reasonable, and practical evaluation system to measure the improvements of the professionalism of mathematics teachers.This study is based on different theories of teacher evaluations and the existing evaluation practices adopted by a middle school in Dong Cheng District, Beijing for the last several years. The evaluation criteria and results for tow school years of the same middle school are analyzed and compared. Surveys among students, school officials and education experts are conducted to estimate the effects on academic developments of mathematics teachers by multi-audience, multi-dimensional evaluations. Recommendations are made on developing the classroom teaching oriented evaluation system. At the same time, the profiles of individual mathematics teachers have been established. The records of the career and professional developments of those teachers are traced and analyzed. The study has provided important data to establish the Self Evaluation System for The Mathematics Teacher. Finally, both the Reward/Penalty Evaluation System and the Developing Evaluation System are studied. While they have limitations, the author finds that they both present useable elements for constructing a new self-improving and developing evaluation system of mathematics teachers. Discussions and suggestions on the structure and contents of such a new system are also presented.
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