This study focuses on learning initiative management in a mathematics class at Jingshan Middle School in Beijing, China, aiming to address existing problems and provide solutions to enhance its education quality . A literature review on classroom learning initiative management and middle school mathematics classroom teaching management was conducted to establish a theoretical foundation. A questionnaire titled "Questionnaire on Learning Initiatives in Middle School Mathematics Classroom" was administered to 150 mathematics teachers at Jingshan Middle School. From the initial sample, 108 teachers were selected, and 105 valid questionnaires were collected and analyzed using SPSS 25.0 data analysis software. Based on the teacher questionnaire survey, three hypotheses were tested, and the results concluded that teaching time, classroom atmosphere, and teaching ability significantly influence learning initiative. Specific issues were identified through the investigation, and corresponding measures and future research directions were proposed. This research emphasizes the importance of enhancing learning initiative in middle school mathematics classrooms. By examining various factors and their impact on student engagement, this study provides valuable insights and recommendations for improving the efficiency of classroom learning in mathematics. The findings contribute to the existing literature and serve as a guide for educators and policymakers in promoting effective learning initiatives and learning opportunites in middle school mathematics classrooms.