A Research On The Cognitive Differences Between High School Teachers And Students In Mathematical Modeling Literacy

The curriculum reform of basic mathematics education in China started in 2005.After decades of exploration and practice,basic mathematics education has undergone qualitative changes in educational theory and education methods.The development of mathematics education from "dual basis" to "four basics" and the further formulation of "four capabilities" illustrate that students should have the ability to analyze,propose,discover and solve problems,that is,to develop mathematical modeling literacy in the processes of learning and applying,which can be seen in the newly revised?Ordinary Middle School Mathematics Curriculum Standards?in 2017.Mathematical modeling literacy is the mathematical abstraction of practical problems,the use of mathematical language to express problems and the use of mathematical methods to build models to solve problem literacy.Mathematical modeling literacy shows that students must learn to use the language of mathematics to express the real world and learn the practical significance of mathematics.To this purpose,in addition to the requirement of "four capabilities",it is necessary to further develop students' application awareness and practical ability.Therefore,mathematical modeling literacy has a very important role in the high school mathematics education.Although mathematical modeling literacy was raised many years ago and people's emphasis on it has gradually increased,the specific development of mathematics modeling literacy in the high school mathematics education is still unclear.The reason for this may be related to teachers' and students' cognition of mathematics modeling literacy.In order to further promote the development of high school students' mathematical literacy,this paper investigates the cognitive differences between teachers and students in mathematics modeling in Chongqing.The purpose is to provide some new data support for the development of mathematics modeling literacy by analyzing the cognitive differences between teachers and students under the premise of?Course Standards??This paper combined "literature review method","questionnaire survey method" and "interview method" to study and analyze.First,we collected and collated information about "mathematical modeling","mathematical modeling literacy""and mathematical modeling education status".Then,according to the relevant understanding and related contents of the?Course Standard?,the mathematical modeling literacy is defined and divided according to different dimensions.In addition,according to the "learning knowledge level","ability" and "emotional cognition",teachers' and students' questionnaires were developed and the data were collected.Finally,the results of the survey of mathematical modeling literacy were analyzed in detail from two directions.We analyzed the results to study the cognitive differences between teachers and students in mathematical modeling literacy and analyzed the causes of differences by interviewing.Finally,suggestions and measures to promote the development of mathematical modeling literacy are proposed based on the causes of differences.We found that there is a great difference between teachers and students in their knowledge of mathematical modeling literacy by studying the results.In terms of mathematical modeling knowledge,teachers' knowledge accumulation is obviously richer than students',but it is still lacking in comprehensiveness and not deep enough.Therefore,the classroom performance is not obvious.In terms of mathematical modeling ability,both teachers and students lack practical experience.Although teachers have relevant knowledge,but daily teaching involves less.Students have obvious lack of understanding and possessing related abilities.In terms of mathematical modeling emotion,both of them know the value of mathematical modeling but do not pay enough attention because of the constraints of the actual situation.Students lack the correct understanding of the mathematical modeling emotion because of heavy academic burden.Under above conclusions,it's easy to see that the development of mathematics modeling literacy at the high school level is worrying.In this paper,we studied the cognitive differences between high school teachers and students in mathematics modeling in Chongqing,and analyzed the reasons for the differences and proposed solutions.We promoted the development of high school students' mathematical modeling literacy in four perspectives: The angle of teachers' mathematical model raising,the angle of opening a school mathematics modeling course,the perspective of classroom teaching penetration and the perspective of student experience perception.It is hoped that this study will provide teachers and students with a new opportunity to promote the development of mathematical modeling literacy in high school.