A Study of Model Conceptual Literacy in Middle School Mathematics Classrooms

Abstract

In the context of the construction of the Compulsory Education Mathematics Curriculum Standards (2022 Edition), China's junior high school mathematics classroom teaching emphasizes the core literacy-oriented, model conceptual literacy as one of the main manifestations of junior high school mathematics core literacy, the implementation of which has attracted much attention. On the basis of in-depth analysis of the requirements of the curriculum standard for model concept literacy, The semi-structured interview method was used to randomly interview eight junior middle school mathematics teachers and 15 junior middle school students, and the interview data were categorized using thematic analysis to gain an in-depth understanding of the status quo of China's current junior middle school mathematics classroom teaching, and on this basis, a six-point strategy was proposed for the implementation of model conceptual literacy in junior middle school classroom teaching: 1. Explicitly present the concept of mathematical modeling and explain its important value; 2. School-enterprise cooperation for complete mathematical modeling activities based on real projects; 3. Starting from real life problems, guide students to discover mathematical problems and refine mathematical problems; 4. Emphasize mathematical language and reinforce symbolic awareness; 5. Skillfully use emerging productivity and guide students to complete mathematical modeling activities with the assistance of generative artificial intelligence; 6. Infiltrating modeling ideas in daily teaching and learning. Hopefully, it can provide some references for junior high school mathematics teachers.