Mathematicians', Mathematics Educators', and Mathematics Teachers' Professional Conceptions of the School Learning of Mathematical Modelling in China

Autor/inn/en	Xu, Binyan; Lu, Xiaoli; Yang, Xinrong; Bao, Jiansheng
Titel	Mathematicians', Mathematics Educators', and Mathematics Teachers' Professional Conceptions of the School Learning of Mathematical Modelling in China
Quelle	In: ZDM: Mathematics Education, 54 (2022) 3, S.679-691 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lu, Xiaoli)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-022-01356-4
Schlagwörter	Mathematical Models; Mathematics Curriculum; Foreign Countries; Mathematics Teachers; Professional Personnel; Mathematics Education; Personal Autonomy; Teaching Methods; Holistic Approach; Cooperative Learning; Mathematics Instruction; China + Suchen Sie Ihr Suchwort? Mathematical model; Mathematisches Modell; Ausland; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Personalbestand; Mathematische Bildung; Individuelle Autonomie; Teaching method; Lehrmethode; Unterrichtsmethode; Holistischer Ansatz; Kooperatives Lernen; Mathematics lessons; Mathematikunterricht
Abstract	Mathematical modelling has been included in many mathematics curricula worldwide, and China's curricula are no exception. The development of modelling competencies has recently been listed among the Chinese mathematics curriculum's six key objectives. However, the manner in which nationwide learning and teaching of modelling should be conducted presents a key challenge to China's schools, most of which are wholly lacking in experience of this practice. In this study we present a thematic analysis of the conceptions of four mathematicians, five mathematics educators and seven mathematics teachers, with regard to the learning and teaching of modelling. The results show that the participants' views of modelling can be categorised and linked to the following theoretical perspectives of modelling: applied, epistemological, educational, pedagogical and conceptual perspectives. Interestingly, the mathematicians and mathematics educators tended towards the atomistic approach to the learning and teaching of modelling, while the mathematics teachers placed greater emphasis on the holistic approach. The mathematicians and mathematics educators stressed student autonomy, while the teachers emphasised teacher demonstration. All participants considered group work to be an appropriate means of conducting modelling learning and teaching. Additionally, some teachers were concerned that modelling could not be incorporated into mathematical teaching and learning if it could not be included in high-stakes examinations. The paper concludes with a discussion on the rationale behind the existence of the various conceptions and the potential insights that may be drawn from these conceptions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01