The Investigation Study On Senior School Mathematics Teacher’s Mathematics Professional Literacy In ZheJiang Province

On February10,2012, The ministry of education issued the middle school teachers’ professional standards (try out),this standards raised basic requirement from three dimensions,the concept of professional, teacher ethics; professional knowledge; professional ability,as the basic foundation of middle school teachers team construction.In June2012," The deepening of ordinary high school curriculum reform program in zhejiang province" issued by Zhejiang education department was another big greater determination on the new curriculum.As we all know that,high quality teacher education reform need teacher to carry out,teachers’ professional quality is linked to education reform achievements deeply.This study is based on the role theory, symbolic interaction theory and empirical doctrine,uses literature, questionnaire survey, interview, mathematical statistics and case study(classroom observation).On that basis,we construct the basic framework and list the interview outline and frame the questionnaire.The questionnaire consists of three parts:the first,high school mathematics teacher’s background information;the second.the three dimensions of the Mathematics professional literacy;the third, Mathematics teachers’ professional development.Using SPSS19.0, analysis high school mathematics teachers’ mathematics professional in sex, professional titles, educational background, teaching experience in terms of differences and relevance;Mathematical knowledge, mathematical ability and mathematics affective respectively differences in sex, professional titles, educational background, teaching age.The results show that:The level of high school math teacher in mathematics literacy, math teacher’s math affection averages the highest, followed by mathematical ability and mathematical knowledge. Differences (1) There is not significant difference between male teachers and female teachers;(2) Undergraduate teachers and master’s educated teachers in math professional literacy differences significantly,;(3) The teachers with more than10years of teaching experience and the other three types of teachers in mathematics literacy level has significant difference, other the three categories of teachers of mathematics professionalism have no significant difference between each other;(4) With the title of senior mathematics teachers in mathematics literacy and primary and intermediate grade teachers has a significant difference, and also higher in terms of mathematical knowledge, ability and affection. Correlation, there is a significant positive correlation in mathematical knowledge, mathematical ability and mathematical affection.By the view of the above findings, in order to improve the professionalism of mathematics teachers, provide a reference for the professional development of teachers, we should pay attention to these aspects:To enhance the learning of mathematics teachers mathematical knowledge; Expand teachers’ professional development channels and ensure efficiency; Strength the ability of the master’s degree teachers in mathematics learning; Mathematics literacy gender differences can not be ignored; Continue to cultivate a high school math teacher in mathematics literacy; Pay attention to the mathematical concept knowledge and the formation of the mathematical structure knowledge.