TY - CHAP
T1 - Mathematical Modelling in China
T2 - How It Is Described and Required in Mathematical Curricula and What Is the Status of Students’ Performance on Modelling Tasks
AU - Lu, Xiaoli
AU - Huang, Jian
N1 - Publisher Copyright:
© Springer Nature Switzerland AG 2021.
PY - 2021
Y1 - 2021
N2 - This chapter starts with a review of the mathematical modelling competency in mathematics curricula all over the world and puts its emphasis on the development and promotion of mathematical modelling competency in China’s mathematical curricula through analysing the curricular standards or syllabi from 1902 to 2018. Moreover, an investigation of students’ modelling competency was conducted to 1359 eighth-grade students from five cities located in the south-western, south-eastern, eastern, north-western, and midland regions of China. With the students’ paperwork on three modelling tasks, the chapter reports to which stage of modelling cycle the students achieved to represent their modelling competency. The results show an increasing attention to the promotion of mathematical modelling in the development of mathematics curriculum in China. The students were still used to a problem-solving process rather than modelling. There were significant differences at the individual level, but not the school or district level when considering their modelling competency.
AB - This chapter starts with a review of the mathematical modelling competency in mathematics curricula all over the world and puts its emphasis on the development and promotion of mathematical modelling competency in China’s mathematical curricula through analysing the curricular standards or syllabi from 1902 to 2018. Moreover, an investigation of students’ modelling competency was conducted to 1359 eighth-grade students from five cities located in the south-western, south-eastern, eastern, north-western, and midland regions of China. With the students’ paperwork on three modelling tasks, the chapter reports to which stage of modelling cycle the students achieved to represent their modelling competency. The results show an increasing attention to the promotion of mathematical modelling in the development of mathematics curriculum in China. The students were still used to a problem-solving process rather than modelling. There were significant differences at the individual level, but not the school or district level when considering their modelling competency.
KW - East and West
KW - Mainland China
KW - Mathematical competency
KW - Mathematical modelling competency
KW - Mathematics curriculum
KW - Modelling cycles
KW - Modelling cycles
KW - Solving real-world problems
KW - Students’ performance
KW - Text analysis
KW - The teaching and learning of mathematical modelling
KW - Two basics
UR - https://www.scopus.com/pages/publications/105043802149
U2 - 10.1007/978-3-030-68157-9_12
DO - 10.1007/978-3-030-68157-9_12
M3 - 章节
AN - SCOPUS:105043802149
T3 - Research in Mathematics Education (Switzerland)
SP - 209
EP - 233
BT - Research in Mathematics Education (Switzerland)
PB - Springer International Publishing
ER -