A Study On Mathematical Modeling Literacy Of High School Students In Some Ethnic Regions In Yunnan

The new standards promulgated in 2017 put forward six core qualities of mathematics,and one of them is mathematical modeling literacy.2019 new edition of high school mathematics textbook also appends the content of mathematical modeling topics,which focuses more on testing mathematical modeling literacy.As a multiethnic region,Yunnan has been underdeveloped in mathematics education,and this paper proposes relevant advises for the current situation of Yunnan students’ mathematical modeling with a view to applying it in the classroom.This paper mainly uses statistical analysis,questionnaire survey,test paper and case interview.Firstly the frame of assessment was used to develop a mathematical modeling literacy assessment system that includes both process and outcome assessment by combining students’ test paper answers.Then,320 students in the second grade of senior high school in Dali Prefecture and Lijiang City were tested by using the prepared questionnaires and test papers;four front-line mathematics teachers were interviewed to know the status quo of students’ modeling in various aspects.The survey revealed that:(1)students’ modeling cognitive situation reached above passing score,among which the highest score was in modeling affective dimension and the lowest in modeling ability dimension,and they have a positive strong correlation;(2)there were significant differences in modeling cognitive situation in subject,gender,ethnicity,student origin and school;(3)modeling literacy level showed great differences in three questions,and the overall performance was in the middle to lower level,and the percentage of low scores was high(4)There are significant differences in modeling literacy level in subject,student origin,and school,but no significant differences in gender and ethnicity;(5)There is a strong positive correlation between modeling cognition and literacy level,and there is also a positive relationship between mathematics academic achievement and students’ modeling cognition and modeling level,but it is not very strong.Based on the findings and interview results,this paper obtains the social,school,teacher and individual student reasons that influence the modeling literacy level of high school students in minority areas,and proposes relevant teaching advises:(1)schools should optimize modeling teaching resources allocation,reasonably arrange modeling curriculum,organize rich and diversified modeling activities,and develop school-based modeling curriculum with ethnic characteristics;(2)teachers need to improve their own quality and(2)teachers need to improve their own quality and awareness of modeling,explore more interesting and efficient modeling teaching methods,pay attention to differences in the teaching process,and develop a comprehensive,scientific and reasonable modeling evaluation method;(3)students need to take the initiative to learn modeling theoretical knowledge,improve modeling cognitive level,and participate in modeling activities,combine theory and practice,train good problem solving habits on a daily basis,cultivate patience and carefulness,observe life more,and make "Students should learn modeling theory and participate in modeling activities.