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2013b.00265 Ye, Lijun Yu, Ping Study of behaviors of teachers' evaluation based on algebra classrooms. J. Korean Soc. Math. Educ., Ser. D, Res. Math. Educ. 16, No. 4, 207-216 (2012). 2012 Korean Society of Mathematical Education, Seoul EN C70 D40 C60 H10 teacher evaluation behavior classroom videos algebra classroom teaching Summary: Through a quantitative video analysis of four algebra classes and a statistical analysis of various types of teacher evaluation behavior in classroom teaching, we obtained the following results: Teacher evaluation behavior in classroom is close to take $\frac{1}{5}$ of the total time of classroom teaching, and it appears most frequently in class exercises and takes the longest time. There are many forms of teacher evaluation behavior in classroom, and most of the behaviors are positive assessment. Recognition evaluation is relatively conservative in a single form without losing fairness. Classroom assessments of teachers' behaviors are primarily concerned about students' knowledge and skills mastery, and it is less involved in student feelings, attitudes and behaviors. The correct teacher evaluation behavior in classroom will inspire students to create internal motivations. The correct teacher evaluation behavior in classroom can stimulate the potential of students.