| The Mathematics Curriculum Standards for Compulsory Education(2022 Edition)clearly puts forward the core literacies of mathematics for students in compulsory education,and elaborates the specific manifestations of mathematical modelling literacy at primary and junior high school levels,namely model awareness and model concepts,while emphasizing the cultivation of abilities required by the times such as integrated practice and information technology.Based on this,this paper selects the eighth grade students of Zhengzhou W School as the main research object,and uses "micro-lessons" as the research tool and "synthesis and practice" as the carrier to conduct a practical study on teaching mathematical modelling microlessons,with a view to cultivating mathematical modelling literacy among junior high school students.This study is divided into three stages.The first stage is to investigate the current teaching situation of mathematical modelling.Through interviews and questionnaires,it was found that most teachers were willing to use micro-lessons to develop students’ mathematical modelling literacy,students were willing to accept micro-lessons on mathematical modelling,and there were significant differences in their modeling concepts in terms of mathematical performance and gender.The findings of the tests on students’ level of mathematical modelling showed that students had some ability in mathematical modelling,but the overall level was not high;students’ ability to read mathematics,hypothesis,the ability to mathematise,the ability to verify and reflect and the ability to extract valid information were weak.The second stage is the design and implementation of micro-lessons on mathematical modelling.The principles and strategies of using micro-lessons to teach mathematical modelling are proposed,the topics of mathematical modelling micro-lessons are selected from the modules of Graphics and Geometry,Mathematics and Algebra,and Statistics and Probability,and the videos of micro-lessons are produced and implemented.The third stage is to investigate the effectiveness of the micro-lessons on mathematical modelling.Through interviews with some students in the experimental group,it was found that students were highly satisfied with the mathematical modelling micro-lesson;through a questionnaire survey of students in the experimental group,it was found that there were significant differences in the cognitive and affective aspects of mathematical subjects and mathematical modelling among students with different mathematical achievements;through the mathematical modelling level test and the survey on the effectiveness of the mathematical modelling micro-lesson,it was found that there were significant differences in the level of mathematical modelling between the experimental group and the control group.The innovations of this study are:(1)based on the framework for evaluating students’ mathematical modelling ability and conduct assessment indicators at the compulsory education level,the questions of the mathematical modelling level test were developed,which provided materials for investigating students’ mathematical modelling level;(2)a teaching idea of cultivating students’ mathematical modelling literacy with the help of micro-lessons was proposed;(3)an example of teaching design of mathematical modelling micro-lessons was given.This study shows that using micro-lessons to develop students’ conceptions of mathematical modelling is an effective way.The micro-lessons on mathematical modelling can effectively cultivate students’ conceptions and emotions of mathematical modelling and enhance their mathematical modelling literacy,while the study also provides teachers with new ideas for teaching modelling and helps to achieve innovation in teaching ideas and teaching methods. |
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