A Study On The Current Status And Relationship Between Junior High School Students’ Perceived Mathematics Teacher Support And Mathematics Learning Habits

Junior high school students are not yet mature physically and mentally,and need some support from their mathematics teachers if they are to form good mathematics learning habits,and little research has been conducted to explore the intrinsic relationship between the two.Research on the relationship between junior high school students’ perceived support from their mathematics teachers and their mathematics learning habits is therefore important for developing good mathematics learning habits and promoting students’ mathematics learning.In order to gain a comprehensive understanding of junior high school students’ perceived mathematics teacher support and mathematics learning habits,this study conducted a questionnaire survey of 500 junior high school students in Xining,and based on the data obtained,the following conclusions were drawn:(1)There were no significant differences in students’ perceived mathematics teacher support in terms of gender and whether the mathematics teacher was the classroom teacher,and significant differences in terms of grade level and mathematics achievement.The ranking of students’ perceived mathematics teacher support from a grade level perspective: Grade 8 was higher than Grade 9 than Grade 7,which shows that Grade 8 is a transitional period throughout middle school.From the perspective of mathematics achievement,the better the student’s mathematics achievement,the more perceived mathematics teacher support.Students generally perceived the least amount of emotional support from their mathematics teachers throughout the middle school years.(2)There were no significant differences in students’ mathematics study habits by gender or whether the mathematics teacher was the class teacher,and there were significant differences in grade level and mathematics achievement.The students’ mathematics study habits were ranked from a grade level perspective: Grade 9 was higher than Grade 8 was higher than Grade 7,which shows that Grade 9 students’ mathematics study habits were the best throughout junior high school.From the perspective of mathematics achievement it was found that the better the students’ mathematics achievement,the better their mathematics study habits.Students’ mathematics revision habits were generally the worst throughout the junior high school level.(3)In the relationship between students’ perceived mathematics teacher support and mathematics learning habits at junior high school level,there was a significant positive correlation between students’ perceived mathematics teacher support and mathematics learning habits;there was a significant positive correlation between all three dimensions of students’ perceived mathematics teacher support and mathematics learning habits;there was a significant positive correlation between all four dimensions of students’ perceived mathematics teacher support and mathematics learning habits;there was a significant positive correlation between all three dimensions of students’ perceived mathematics teacher support and mathematics learning habits All four dimensions were significantly positively correlated.The linear regression equation between perceived teacher support and mathematics learning habits was as follows: mathematics learning habits = 0.162 + 0.923 ×perceived teacher support.Based on these findings,it is proposed that mathematics teachers should focus on emotional support for students,care and help students,pay attention to all types of students,focus on educational equity,and improve the relationship between teachers and students.Mathematics teachers should strengthen the development of students’ revision habits,stimulate the interest of lower-achieving students in learning as much as possible,and help them to develop good study habits,so as to help them learn mathematics better.