Survey And Analysis Of Zhenjiang City High School Math Teacher Mathematics Literacy

Mathematical knowledge is not just to get the basics of daily life are widely used,but also the basis for other high-tech knowledge and industrial development,it is crucial for learning mathematics.For students,the high school mathematics learning have a more critical significance in the whole learning process,so to enhance the status of mathematical literacy of high school mathematics teacher in this period,so that they can better high school students Mathematics teaching is particularly critical.But there is little research on how to improve the current situation of high school mathematics teachers to make mathematical literacy Discussion.Under the guidance of the above ideas,this study using the "mathematical literacy of high school mathematics teacher questionnaire" and "High School Mathematics Teacher Teacher Questionnaire source mathematical literacy" as a research tool for 233 Zhenjiang City high school mathematics teacher in-service conducted a survey,and the survey results for the corresponding statistical analysis found that:(1)high school math teachers in mathematical literacy by the mathematical knowledge,mathematical skills,mathematics and mathematics education research capacity affective four elements constituted;(2)high school math teachers in mathematical literacy at the middle level,where the literacy status of mathematics affective relatively poor;(3)mathematical affective literacy male high school math teacher was significantly higher than female high school math teacher;mathematical knowledge and mathematical ability of high school mathematics teachers(4)Master degree significantly higher than the literacy level of mathematical ability(5)high-seniority high school math teacher and math teaching research capacity in low seniority high school math teacher,but the mathematical knowledge and mathematical affective;literacy levels were significantly higher than undergraduate education high school mathematics teacher literacy levels significantly lower than the low seniority high school math teacher;significantly higher than the literacy level(6)titles in high school mathematics teacher teaching math ability and math research capacity in low title of highschool mathematics teachers;(7)high-grade high school significantly higher than the level of mathematical literacy Mathematics teachers of Mathematics teachers low-grade high school;(8)the source of mathematical literacy of high school mathematics teachers mainly based learning experiences in high school;(9)may constitute elements from a focus on high school math teacher mathematics literacy status quo,characteristics and sources of multi-pronged approach to achieve the purpose of upgrading and improving high school math teacher mathematics literacy.Based on the results of this study can provide some guidance as to how the specific measures the level of high school math teachers in mathematical literacy to make improvements.