Driven by the reform of senior high school education methods and core competency-oriented policies, integrating scientific difficulty coefficient setting for mathematics test items with teachers’ professional development is key to breaking the bottleneck in improving mathematics education quality. Currently, college entrance examination mathematics difficulty coefficients are highly subjective and lack systematic theoretical support, while senior high school mathematics teachers face dilemmas such as outdated curricula, disconnected teaching and research, and single evaluation mechanisms. This study constructs a "Comprehensive Difficulty Coefficient Model for Mathematics Test Items" with 10 dimensions and 3 levels, explores its internal relationship with teachers’ professional development using literature research, questionnaires, interviews, and empirical methods, and proposes a "four-in-one" professional development strategy: curriculum system optimization, teaching ability improvement, research ability enhancement, and evaluation system improvement. A two-year empirical test shows the strategy significantly improves teachers’ difficulty control ability, teaching quality, and students’ mathematical core competencies. It provides a new theoretical perspective and practical path for teachers’ professional development and empirical references for policymakers to promote educational equity.

Qi Chunyan. Practical Research on the Professional Development of Senior High School Mathematics Teachers from the Perspective of Difficulty Coefficient Analysis. Academic Journal of Humanities & Social Sciences (2025), Vol. 8, Issue 12: 36-42. https://doi.org/10.25236/AJHSS.2025.081206.

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