Abstract
Currently, mathematical modeling literacy has attracted more and more attention from all walks of life. Many relevant problems about it have been studied except the cognitive degree of mathematical modeling literacy of pre-service high school mathematics teachers. This study investigates 51 pre-service high school mathematics teachers' cognitive degree of mathematical modeling literacy by using the method of open interview. After analyzing, it is found that: 1. The scope of cognition of the current pre-service high school mathematics teachers' mathematical modeling literacy is not wide, and more than half of the content of mathematical modeling literacy has not been realized by many pre-service teachers yet; 2. The cognition of many pre-service teachers is not deep and lacks continuity or gradualness; 3. The cognition of many pre-service teachers for many aspects of mathematical modeling literacy is not very clear. Therefore, it is suggested that: 1. Experts and teachers responsible for training work should pay more attention to mathematical modeling literacy and add relevant courses; 2. Pre-service high school mathematics teachers should understand the content of mathematical modeling literacy comprehensively and deeply and clarify relevant statements. Contribution/Originality: This study analyzed the cognition degree of mathematical modeling literacy of current pre-service high school mathematics teachers in China with an open-ended questionnaire self-designed. The results are conducive to reforming the present Chinese teaching and curriculum in order to improve the training for pre-service teachers.y
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
More From: International Academic Journal of Education and Literature
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.