Investigation And Research On Junior Middle Schoolmathematics Teachers Of Mathematics Literacy Status Of County Of Loufan

This paper takes the role theory and the symbolic interaction theory as the theoretical foundation, mainly adopts many kinds of research methods of literature analysis, questionnaire and interview and so on, in view of the present situation of Loufan County of Taiyuan city junior middle school mathematics teachers, based on the collection and collation of teacher professional literacy related documents, design the outline of interviews and questionnaires, and investigated for the county junior middle school mathematics teachers’teaching professional accomplishment, the questionnaire is divided into two parts,(1) basic personal information for the junior high school teachers, mainly teachers’ gender, educational background, professional title, seniority;(2) the math teachers’ mathematical literacy, including teachers’ mathematical knowledge, mathematical ability and teachers’ mathematics affection, corresponding to each specific Item distribution of each part. The reliability and Effectiveness Questionnalre and testing questionnaire,5junior high schools in Loufan county were randomly conducted a questionnaire survey and interviews on45junior middle school mathematics teachers, on the basis of this, according to the research needs, the use of SPSS19.0for the difference of junior mathematicsteacher accomplishment in gender, degree, titles and seniorityaspects of mathematics; correlation cordiality and teachers teachersbasic information of mathematical knowledge, mathematical abilityand teacher teachers’ corresponding.The research results show that, the county junior high schoolmathematics teachers’ quality overall level of mathematics affective,It is the highest average score, followed by the mathematical ability,the lowest score is mathematics knowledge, which shows greatinfluence of mathematics teachers’ attitudes, philosophy andmethods of affective factors on Mathematics Teachers’ teachingliteracy, and for mathematics teachers, mathematics ability and therelated mathematical knowledge, it is the foundation of mathematicsteaching, but in the specific formation and mathematical thinking inmathematics teaching process, the teacher’s attitude has a greatinfluence; in addition, different gender, education, age andprofessional title of teachers in math, mathematical knowledge,mathematical ability and affective aspects have no significantdifference, but mean different, this shows that in a certain extent, themathematical literacy of mathematics teachers is a comprehensiveability and quality. Specific performance for the following four aspects:(1) the gender differences. In the mathematical literacy, mathematicsknowledge and mathematics affective, female teachers were higherthan the average level of male teachers. This result and we usuallyexperience a different result, this result may be related to the numberand the questionnaire, also a lot of data shows that the mathematicalability of girls, not less than boys, this conclusion is also confirmed this statement to some extent;(2) The different teaching of time. Inthe mathematical literacy and mathematics affective aspects,different seniority teachers average in order from high to low:7-10years,10years or above,4-6years,1-3years. This shows that thehigher the seniority, teachers’ mathematical literacy and teachingaffection is getting better and better; in mathematics knowledge,different teaching age teacher average in order from high to low:4-6years,7-10years,10years or above,1-3years, to the extent thatmathematics knowledge and teachers how much work life notdirectly the relationship between sex; in math ability, differentseniority teachers with teaching ages average score increased, thisshows that in a certain extent, with the growth of seniority, teachers’teaching ability is more and more high.(3) degree of difference, theresults of the study show that the higher the degree is, the lower themathematical literacy, it actually reflects the county teacher statusproblem, a high degree of seniority is generally shorter, mathematicsaffection is not very high.(4) the difference in titles, mathematicalliteracy, mathematics knowledge and mathematics affective showedthe higher mathematics literacy of the teachers’ professional titleis, the higher the trend of Teaching literacy is.Based on the actual situation of the above research conclusionand the county, this study suggests that the cultivation ofmathematical literacy teachers mainly from the following aspects:strengthening the teachers team construction, alleviate the teacher’sgender imbalance, strengthen teachers’ mathematical knowledge,strengthen the training of master’s degree students and teachers ofmathematics literacy.