The Influence Of Senior High School Mathematics Teachers' MKT On Senior High School Students' Mathematics Academic Performance

Common sense tells us that good teachers can help students improve their academic performance.However,there is a lack of quantitative data in China on how teachers influence students' academic performance and whether teachers' mathematical knowledge for teaching(MKT)significantly influences students' academic performance,especially in senior high schools.In order to fill this part,this thesis studies the influence of senior high school mathematics teachers' MKT on senior high school students' mathematics academic performance.First of all,through the review,sorting and analysis of the existing literature,the research idea of this thesis is determined,and the research plan is designed.Secondly,based on the five knowledge subcategories of MKT,the questionnaire of MKT for senior high school mathematics teachers was designed and distributed to 12 senior high school mathematics teachers in 3 ordinary senior high schools in Liaoning Province.After the questionnaire was collected,the MKT scores of teachers were calculated according to the scoring standards,and the scores of the three large-scale examinations of the senior high school students they taught were collected.The weighted average score was calculated as the mathematics academic performance of the senior high school students required for the study.Thirdly,the descriptive statistics of MKT score of senior high school mathematics teachers are calculated and the mean test of MKT score of senior high school mathematics teachers under different personal backgrounds is carried out to understand the correlation between teachers' MKT level and their personal backgrounds.The correlation between classroom teaching of three teachers with different MKT scores and learning of senior high school students was analyzed.Finally,Pearson correlation analysis and regression analysis in SPSS26.0 software are used to explore the correlation between MKT of senior high school mathematics teachers and their knowledge subcategories and senior high school students' mathematics academic performance.By analyzing the research results,the following conclusions are drawn:(1)In the personal backgrounds of senior high school mathematics teachers,gender,teaching age,professional title and the number of professors in the first grade are significantly correlated with the teachers' MKT score;(2)The MKT of senior high school mathematics teachers has significant influence on senior high school students' mathematics academic performance;(3)In the knowledge subcategories of MKT,knowledge of content and students and knowledge of content and teaching significantly affect senior high school students' mathematics academic performance;(4)Senior high school mathematics teachers most need to improve horizontal and vertical content knowledge,senior high school mathematics teachers should consolidate professional knowledge and improve their own teaching ability.Based on the research conclusions,some suggestions are put forward for the training of mathematics normal students and senior high school mathematics teachers in order to contribute to the promotion of teaching and the improvement of senior high school students' mathematics academic performance in the future.