Teachers' perceptions of mathematical modelling teaching in junior high schools in Beijing, China

Abstract

Mathematical modelling, the process of analysing real-life problems or realistic situations using mathematical knowledge and methods, is a popular educational activity in this rapidly developing society. Empirical studies have examined mathematical modelling competitions and solutions and explored students’ performance in mathematical modelling activities or competitions. However, while mathematical modelling should be a part of educational activities at every level of mathematics education, limited research has focused on junior high school teachers’ perceptions of mathematical modelling teaching. This thesis aims to determine junior high school mathematics teachers’ perceptions of mathematical modelling teaching by addressing the following research questions: (1) What are the dimensions of teachers’ perceptions of mathematical modelling teaching based on the extant literature? (2) How do teachers perceive mathematical modelling activities in junior high schools? (3) What factors influence teachers’ practice-based perceptions of mathematical modelling teaching? This thesis adopted a three-stage mixed-methods research approach. Stage I involved developing, based on a literature review, a Cognition-Attitude-Behaviour (CAB) model for studying three dimensions of teachers’ perceptions of mathematical modelling teaching: cognition, attitude, and behaviour perceptions. In Stage II, a questionnaire with good reliability and validity was developed to quantitatively survey mathematical teachers’ perceptions of mathematical modelling teaching. A sample of 594 teachers was recruited from 78 junior high schools in Beijing. Stage III was a follow-up qualitative study comprising analyses of lesson videos and one-to-one semi-structured interviews. Twenty-eight of the original 594 teachers elected to participate in the lesson video analyses, while 43 volunteered for follow-up interviews. The study had three main findings. First, teachers’ perceptions of mathematical modelling teaching comprise three dimensions: cognition, attitude, and behaviour. Second, frontline teachers, citing curriculum standards, emphasise the need for mathematics modelling teaching in junior high schools, noting that mathematical and non-mathematical modelling segments are integral to comprehensive mathematical lessons. Mathematical modelling competitions, problem-solving activities, STEM lessons, and interdisciplinary lessons are the primary forms of mathematical modelling activities, emphasising student practicality, presentation skills, and teacher-student interaction. Third, six categories of factors influence teachers’ perceptions of mathematical modelling teaching: (i) teachers’ gender, professional titles, and work experience, (ii) teachers’ internal factors, (iii) student factors, (iv) school support, (v) mathematical modelling teaching resources, and (vi) government educational policies.