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<p>This mixed-method study uses interviews and an online questionnaire to investigate the obstacles that hinder teachers’ implementation of mathematical modelling in everyday classrooms in China. Thirty high school mathematics teachers were interviewed, and 200 teachers completed an online questionnaire regarding their perceived obstacles. We identified six critical obstacle groups: missed opportunities to learn mathematical modelling education in professional development and/or teacher education; students’ lack of knowledge and interests; lack of examples in textbooks; lack of suitable teaching materials; non-favourable curricula tradition and school policies; and a strong traditional focus on examination culture. The obstacles identified and their relationship to and role in current in-service teachers’ practices are explored and interpreted from a sociocultural perspective considering, among other factors, the significance of central examinations in China and the historical prevalence of pure, structurally oriented mathematics in school.</p>

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Obstacles to in-service Chinese high school mathematics teachers’ implementation of mathematical modelling in classrooms: an empirical investigation of teachers’ perspectives

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年2月2日

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  • Xinrong Yang,
  • Xiaoshuang Li,
  • Zhuojun Deng,
  • Gabriele Kaiser

摘要

This mixed-method study uses interviews and an online questionnaire to investigate the obstacles that hinder teachers’ implementation of mathematical modelling in everyday classrooms in China. Thirty high school mathematics teachers were interviewed, and 200 teachers completed an online questionnaire regarding their perceived obstacles. We identified six critical obstacle groups: missed opportunities to learn mathematical modelling education in professional development and/or teacher education; students’ lack of knowledge and interests; lack of examples in textbooks; lack of suitable teaching materials; non-favourable curricula tradition and school policies; and a strong traditional focus on examination culture. The obstacles identified and their relationship to and role in current in-service teachers’ practices are explored and interpreted from a sociocultural perspective considering, among other factors, the significance of central examinations in China and the historical prevalence of pure, structurally oriented mathematics in school.