Mathematical Modeling Instruction Based on ISM In Middle and High Schools to Encourage Path-Obstruction Detection

Le Yuan; Jiale Zhu; Yuxiao Wu

doi:10.54097/ehss.v10i.6894

Authors

Le Yuan
Jiale Zhu
Yuxiao Wu

DOI:

https://doi.org/10.54097/ehss.v10i.6894

Keywords:

ISM, Core Literacy, Obstacle’s identification, Mathematical modeling course promotion.

Abstract

The mathematical modeling course is one of the courses in the mathematics curriculum that has the most cross-cutting content with other courses, and achieving cross-curricular outreach is an important part of integrated practice implementation. This study uses the ISM method to find 18 factors from 5 dimensions that prevent the promotion of mathematical modeling courses, explains how the components are interconnected, and arranges the link using hierarchies, concludes that social support has the most significant impact on the promotion of mathematical modeling courses, and that their development cannot be achieved without the collaborative efforts of society, schools, teachers, and students. This study makes recommendations for reforming the system for integrating and developing mathematical modeling courses with basic courses, as well as for increasing awareness of and recognition for these courses with the cooperation of multiple parties.

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