Author(s)

Yibei Zan ¹, Yaqiang Yang ¹, Xiang Lu ¹

Affiliation(s)

¹ School of Mathematics and Information Science, Baoji University of Arts and Sciences, Baoji, Shaanxi, 721013, China

Corresponding Author

Yibei Zan

ABSTRACT

The evaluation of students' mathematical modeling literacy has attracted more and more attention from all walks of life in the international community. Because of the characteristics of mathematical modeling that connects the real world with the mathematical world, under the perspective of classification of situations, the ability of model hypothesis, modeling solution, and testing and promotion are taken as the dimensions of evaluating students' key abilities in mathematical modeling, thus students' key abilities in modeling are divided into three levels. The purpose is to provide reference for the evaluation of students' mathematical modeling literacy from the perspective of context.

KEYWORDS

Mathematical Modeling; Situational Perspective; Mathematical Key Ability; Evaluation Framework

CITE THIS PAPER

Yibei Zan, Yaqiang Yang, Xiang Lu, Construction of the Evaluation Framework of Senior High School Students' Key Abilities in Mathematical Modeling from the Situational Perspective. Adult and Higher Education (2023) Vol. 5: 6-13. DOI: http://dx.doi.org/10.23977/aduhe.2023.050602.

REFERENCES

[1] The People's Republic of China. Opinions of the Ministry of Education on Comprehensively Deepening Curriculum Reform and Implementing the Fundamental Task of Building Virtue and Cultivating People[EB/OL].(2014-04-08). http://www.moe.gov.cn/srcsite/A26/jcj_kcjcgh/201404/t20140408_167226.html
[2] Ministry of Education of the People's Republic of China. Mathematics Curriculum Standards for Ordinary High School (2017 Edition) [M]. Beijing: People's Education Press 2018;4
[3] Zhu L. Key mathematical abilities of high school students: definition of value, traits and operability [J]. Journal of Tianjin Normal University (Basic Education Edition) 2021;22(02):49-54.DOI:10.16826/j.cnki.1009-7228.2021.02.011.
[4] Lei P, Hu D. Hu Dianshun. Improving students' mathematical core literacy: a perspective of situations and problems [J]. Educational exploration 2018;(06):23-27.
[5] Doll W E, Trueit D. Pragmatism, Postmodernism, and Complexity Theory: The "Fascinating Imaginative Realm" of William E. Doll, Jr [M]. Routledge, 2012.
[6] Chang L, Bao J. Mathematical core literacy from the context perspective [J]. Journal of mathematics education 2017;26(02):24-28.
[7] Dong L, Wu L, Wang L. PISA2021 Evaluation and Introduction of mathematical literacy evaluation framework [J]. Journal of Mathematics Education 2019;28(04):6-11+60.
[8] Lv C, Wang B. Further discussion on mathematics learning of "mathematics situation and problem posing" in primary and secondary schools [J]. Journal of Mathematics Education 2002;(04):72-76.
[9] Huang X, Tong L., Li M, Shen L. From "Four Basics", "Four Capabilities" to "Three Abilities" -- a main line of cultivating students' mathematical core literacy [J]. Journal of Mathematics Education 2019;28(05):37-40.
[10] Li B, Chen G. A comparative study on the situation of mathematical modeling problems in high school mathematics textbooks [J]. Journal of mathematics education 2022;31(03):6-14.
[11] Ma P. Several problems on mathematical core literacy [J]. Curriculum, textbooks and teaching methods 2015;35(09):36-39.
[12] Blum, W. (2002). ICMI study 14: Application and modelling in mathematics education—discussion document. Educational Studies in Mathematics, 51(1-2), 149-171.
[13] Ni X, Chen B. Reverse teaching design oriented to the core quality of mathematics -- taking "power function" as an example [J]. Journal of middle school mathematics 2020.

Sponsors, Associates, and Links

---

• Advances in Educational Technology and Psychology
  
  
• Curriculum and Teaching Methodology
  
  
• Transactions on Comparative Education
  
  
• Applied & Educational Psychology
  
  
• Advances in Vocational and Technical Education