Science and Education Publishing American Journal of Educational Research 2327-6150 4 1 2016 1 25 Junior High School Mathematics Teachers' Tutoring in Extra-curricular Time: An Empirical Research 108 110 EN Zezhong Yang The School of Mathematical sciences, Shandong Normal University, Jinan, China Lu Tian Dandan sun Zhaohua Qu Xinzhi Pang EDUCATION20164116 10.12691/education-4-1-16 2015 9 27 2015 11 27 2016 1 23 This research focused on the current status of junior high school mathematics teachers' tutoring in extra-curricular time and adopted face-to-face interview method to collect information. A total of 133 mathematics teachers from 9 cities in participated in this survey. The results indicated: (1) 88.76% of teachers usually tutored backward students; (2) 93.75% of teachers always employed the face-to-face way to tutor; (3) 97.63% of teachers tutored students between classes; (4)88.61% of teachers tutored students not more than 15 minutes; (5) 89.83% of teachers generally tutored students problem solving, etc. So the current method of junior high school mathematics teachers' tutoring was obviously too simple and superficial. This should be the direct reason resulted in the low efficiency of mathematics tutoring in extra-curricular time in current junior high school.