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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

Artigo2025

Xinrong Yang ORCID; Xiaoshuang Li ORCID; Zhimin Deng; Gabriele Kaiser ORCID

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Resumo

Abstract 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.

Dados da obra

Tipo
Artigo
Periódico
ZDM, v. 57, n. 2-3, p. 535-551
Editora
Springer Science+Business Media
Ano
2025 (2025-02-02)
Idioma
en
Palavras-chave
mathematical modeling; in-service teachers; high school mathematics; teacher implementation barriers; teacher professional development; professional development; examination culture; textbook examples; teaching materials; sociocultural perspective; China
Temas
Formação de Professores de Matemática, Modelagem Matemática, Tecnologias Digitais
DOI
10.1007/s11858-025-01660-9
ISSN
1615-679X, 1863-9690, 1863-9704
Licença
cc-by
Acesso
Acesso aberto
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
YANG, Xinrong et al.. Obstacles to in-service Chinese high school mathematics teachers’ implementation of mathematical modelling in classrooms: an empirical investigation of teachers’ perspectives. ZDM, v. 57, n. 2-3, p. 535-551, 2025. DOI: https://doi.org/10.1007/s11858-025-01660-9.

APA

Yang, X., Li, X., Deng, Z., & Kaiser, G. (2025). Obstacles to in-service Chinese high school mathematics teachers’ implementation of mathematical modelling in classrooms: an empirical investigation of teachers’ perspectives. ZDM, 57(2-3), 535-551. https://doi.org/10.1007/s11858-025-01660-9

BibTeX
@article{yang2025,
  author = {Yang, Xinrong and Li, Xiaoshuang and Deng, Zhimin and Kaiser, Gabriele},
  title = {Obstacles to in-service Chinese high school mathematics teachers’ implementation of mathematical modelling in classrooms: an empirical investigation of teachers’ perspectives},
  year = {2025},
  journal = {ZDM},
  volume = {57},
  number = {2-3},
  pages = {535-551},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s11858-025-01660-9},
  language = {en}
}
RIS
TY  - JOUR
AU  - Yang, Xinrong
AU  - Li, Xiaoshuang
AU  - Deng, Zhimin
AU  - Kaiser, Gabriele
TI  - Obstacles to in-service Chinese high school mathematics teachers’ implementation of mathematical modelling in classrooms: an empirical investigation of teachers’ perspectives
PY  - 2025
JO  - ZDM
VL  - 57
IS  - 2-3
SP  - 535
EP  - 551
DO  - 10.1007/s11858-025-01660-9
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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