Modeling Of High School Math Teacher Research

Teachers play a very important role in each education and teaching reform. It has been reported in Science for all Americans that teachers are central to education reform. Although creative ideas for reforming education come from many sources, only teachers can provide the insights that emerge from intensive, direct experience in the classroom itself. They bring to the task of reform a knowledge of students, craft, and school culture that others cannot. Moreover, reform cannot be imposed on teachers from the top down or the outside in. If teachers are not convinced of the merit of proposed changes, they are unlikely to implement them energetically. If they do not understand fully what is called for or have not been sufficiently well prepared to introduce new content and ways of teaching, reform measures will founder. In either case, the more teachers share in shaping reform measures and the more help they are given in implementing agreed-upon changes, the greater the probability that they will be able to make those improvements stick.Mathematical modeling has appeared in Ordinary Senior Secondary Mathematics Curriculum Standard as a fresh object. Its achievement depends on whether teachers understand them fully; teachers are well prepared to do so; teachers are likely to implement them energetically. Rather, educational administration body imposes mathematical modeling on teachers. For the baseline point of view, in order to well prepare for the implementation of mathematical modeling, and to guide students to proceed with it effectively by making teachers understand mathematical modeling clearly and fully, Chapter 1 presents an outline about how integrate mathematical modeling into mathematical education, its characteristics and problems about mathematical modeling in High School.Chapter 2 analyses the problems in two levels that teachers will face when they guide students in mathematical modeling in High School by arranging the relevant literature; interviewing some teachers who have ever guided mathematical modeling in High School and making connections with mathematical essays which are awarded in the Mathematics Application Competence in High School of Beijing. The problems in two levels are as follow: one is about the structure of teachers' knowledge which has been emphasized by teachers but need making further completion; the other one is about teachers' emotion, attitude and values which are of great importance to the development of mathematical modeling and usually be ignored by teachers, Chapter 2 makes discussion and research about these problems.Chapter 3 provides specific advice to teachers on how to guide mathematical modeling in High School according to the research for the problems in two levels. Chapter 4 demonstrates a summary and reflection and pointed out the disadvantages about research and how to put more effort into this work.