Investigation Of Emotional Consistency Junior High School Mathematics Teaching And Student Learning Mathematics

Since1970s, the issue of affect in the process of educating has won more attention in the field of international education, as a result of which, China’s education has also gradually realized the importance of affect factor in educational objectives. At the same time, the status of affect in educational objectives of Mathematics teaching has also been promoted. With such a background, the study on the consistency between Mathematics teaching and the affect in learning Mathematics should become the focus. The study on the consistency is more thorough in foreign countries, especially on the consistency between academic evaluation and curriculum standards. However, there is no study on the affective consistency between teaching and learning. This paper is about the research on the consistency between Mathematics teaching and the level of students’ affect in learning Mathematics in junior middle school. It mainly focuses on the diversity between the assessment level of teachers’ affect toward students and the real affect level of students in learning Mathematics. Meanwhile, the causes of the diversity are explored.In this study, the questionnaire method, text analysis and interviewing method are adopted. There are mainly three steps:1structuring the analytical framework on the level of affect in learning Mathematics;2according to the analysis patterns of America, structuring the instruments to measure the consistency between Mathematics teachers’ teaching and students’ affect in learning Mathematics;3with the help of instruments for measuring, work out Monte Carlo P-value which represents the consistency between teachers’ teaching evaluation and students’ affect in learning Mathematics; then analyze the data received.The results show that the consistency between students’ affect in learning Mathematics and teachers’ teaching evaluation is relatively high; the consistency of emotional dimension is high; and many personal factors of teachers have influence on the consistency level. Generally, the consistency level is relative high among the teachers who are in schools with better reputation and in classes with better academic records and those who are with long teaching experience or those who are head teachers. However the impact is not significant. Especially, there is significant correlation between the diversity of school types and the dimension of belief, the diversity of class types and the dimension of willpower, the years of teaching and the dimension of emotion and willpower. In this paper, whether the gender of teachers influences the consistency level has been analyzed, the result of which shows that the gender has no impact on the consistency level.