Supporting Data for "Teachers’ Perceptions of Mathematical Modelling Teaching in Junior High Schools in Beijing, China"

As the process of analysing real-life problems or realistic situations using mathematical knowledge and methods, mathematical modelling is a popular educational activity in this rapidly developing society. Studies have been conducted on students’ performance in mathematical modelling activities or competitions, and empirical studies have been carried out regarding mathematical modelling competitions and solutions. Still, there is limited research on middle school teachers’ perceptions of mathematical modelling teaching clearly, considering mathematical modelling should be a part of educational activities at every level of mathematics education. 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 for teachers’ perceptions of mathematical modelling teaching based on extant literature? (2) How do teachers perceive mathematical modelling activities in junior high schools? (3) What are the potential factors that influence teachers’ practice-based perceptions of mathematical modelling teaching?This thesis utilises mixed research methods involving three stages. Stage I involved the development of a Cognition-Attitude-Behaviour Model (CAB Model) based on a literature review for studying teacher’s perceptions of mathematical modelling teaching, referring to cognition perceptions, attitude perceptions, and behaviour perceptions as three dimensions of “teachers’ perceptions”. In Stage II, this thesis conducted a quantitative survey after developing a questionnaire with good reliability and validity to study mathematical teachers’ perceptions of mathematical modelling teaching. A total of 594 teachers were recruited from 78 junior high schools in Beijing. In stage III, a follow-up qualitative study comprising an analysis of lesson videos and a one-to-one semi-structured interview was conducted. A total of 28 participants from these 594 teachers volunteered to engage in an analysis of lesson videos, while 43 participants volunteered for a follow-up interview.The findings are: (1) Cognition, attitude, and behaviour are three dimensions of teachers’ perceptions of mathematical modelling teaching; (2) Frontline teachers emphasise the necessity of mathematics modelling teaching in middle schools, citing curriculum standards. The segments of mathematical modelling and non-mathematical modelling are integral parts of a comprehensive mathematical lesson. 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; and (3) The influencing factors of teachers’ perceptions of mathematical modelling teaching are divided into six categories: (i) Gender, professional titles, and working experience, (ii) Internal factors from teachers, (iii) Student factors, (iv) School support, (v) Mathematical modelling teaching resources, and (vi) Educational policies of government departments.

数学建模作为一种运用数学知识与方法的现实问题或真实情境分析过程，已成为当前快速发展的社会中一种流行的教育活动。针对学生在数学建模活动或竞赛中的表现，以及数学建模竞赛与解决方案的实证研究已有诸多开展。然而，对于中学教师在数学建模教学认知方面的研究尚显不足，鉴于数学建模应当成为数学教育各个层次教育活动的重要组成部分。本论文旨在通过探讨以下研究问题，确定初中数学教师对数学建模教学的认知：1. 基于现有文献，教师对数学建模教学认知的维度有哪些？2. 教师如何认知初中阶段的数学建模活动？3. 影响教师基于实践对数学建模教学认知的可能因素有哪些？本论文采用混合研究方法，分为三个阶段。第一阶段，基于文献综述，构建了认知-态度-行为模型（CAB Model），用于研究教师对数学建模教学的认知，将认知认知、态度认知和行为认知作为“教师认知”的三个维度。第二阶段，在开发出具有良好可靠性和有效性的问卷后，进行了定量调查，以研究数学教师对数学建模教学的认知。共招募了来自北京78所中学的594名教师。第三阶段，进行了一项后续的定性研究，包括对课程视频的分析和一对一的半结构化访谈。在594名教师中，共有28名志愿者参与了对课程视频的分析，而43名志愿者参与了后续的访谈。研究结果表明：1. 认知、态度和行为是教师对数学建模教学认知的三个维度；2. 线上教师强调中学数学建模教学的必要性，引用课程标准。数学建模与非数学建模的部分是综合数学课程不可或缺的组成部分。数学建模竞赛、问题解决活动、STEM课程和跨学科课程是数学建模活动的主要形式，强调学生的实践性、演示技能和师生互动；3. 影响教师对数学建模教学认知的因素可分为六个类别：（i）性别、职称和工作经验，（ii）教师内部因素，（iii）学生因素，（iv）学校支持，（v）数学建模教学资源，（vi）政府部门的教育政策。