Investigation On The Mathematics Modeling Competency Level Of Mathematics Undergraduate Teacher Students

As one of the core competencies of mathematics,mathematical modeling competency has received much attention from the mathematics education community.Mathematical modeling content will become a compulsory part of the high school mathematics curriculum.How to carry out mathematical modeling teaching will be a challenge for teachers.It is essential to strengthen the mathematical modeling competency of mathematics teacher students as future teachers.So it is necessary to understand and grasp the current status of mathematical modeling competency of mathematics teacher students.Based on relevant literatures at domestic and abroad,this study selects the relevant mathematical modeling competency level test items,defines the scoring framework of modeling steps and mathematical modeling competency level,compiles the corresponding coding table.Using test methods and questionnaires,this research investigated the mathematical modeling competency of 273 junior mathematics and applied mathematics(normal)students in 4 universities in Jiangsu,Zhejiang and Shanghai,and presenting the following three aspects: the status of the mathematical modeling competency of mathematics undergraduate teacher students,the difference between the mathematics undergraduate teacher students' mathematical modeling competency level in school and gender,the correlation between the mathematics undergraduate teacher students' mathematical modeling competency level and their modeling experience.After data collection,collation and analysis,the following conclusions were obtained:1.Most mathematics undergraduate teacher students can reach higher modeling steps and mathematical modeling competency levels,and their mathematical modeling competency level is positively correlated with the modeling steps,but the average mathematical modeling competency level is not high,and teacher students almost never returned to reality to verify the model and results;2.There are differences in the mathematical modeling competency level of mathematics undergraduate teacher students in different types of universities,but there is no difference between different regions in the same level.At the same time,there is no difference in mathematical modeling competency level between boys and girls,and there is no difference between teacher students in different situational mathematical modeling problems,but compared to girls,boys are more likely to influence their mathematical competency due to context changes;3.There are differences in the mathematical modeling competency level of mathematics undergraduate teacher students in different modeling competition experience,modeling course learning experience and modeling training experience,the correlation between teacher students' modeling experience and their three mathematical modeling competency level is different but low;in addition,the correlation between the modeling experience and the mathematical modeling competency level of girls is higher than that of the boys,and the teacher students who can reach the mathematical modeling competency level 5 have three modeling experience;The correlation between the teacher students modeling competition experience,the modeling course learning experience,the modeling training experience and their mathematical modeling competency level are all affected by the task type or difficulty level.Based on the above conclusions and based on the interview results,this study gives suggestions for modeling classroom teaching and modeling training.