Research and Practice on the Innovation of Mathematics Modeling Course Teaching Based on the “5E Model + Dual Integration” Approach

DOI: https://doi.org/10.62517/jnse.202417502

Author(s)

Gaofeng Liu*, Tianqi Luo, Jun Wang

Affiliation(s)

Leshan Normal University, Leshan, Sichuan, China *Corresponding Author.

Abstract

The course “Mathematical Modeling” is one of the core courses in the Mathematics and Applied Mathematics major at universities, with a strong focus on cultivating students’ mathematical thinking and practical application abilities. However, traditional teaching methods face challenges such as a lack of systematic structure, weak practical components, and students’ insufficient ability to handle complex problems. Based on the student-centered teaching philosophy, this paper proposes an innovative teaching model, the “5E Model + Dual Integration”. By establishing a systematic 5E teaching process, combined with dual integration strategies of industry-education integration and competition-education integration, the model enhances students’ logical thinking, practical application skills, and comprehensive ability to cope with high-pressure competitions. The research results show that this model has effectively addressed pain points in teaching, improved teaching outcomes, and enhanced students’ core competencies, demonstrating significant potential for broader application and dissemination.

Keywords

Student-Centered Development; 5E Model; Industry-Education Integration; Competition-Education Integration; Mathematical Modeling

References

[1] Dong Bangyuan. Cultivating Innovative Talents Adapted to the Development of New-Quality Productivity. People’s Forum, 2024, (15): 68-70. [2] Li Jianjun, Jiao Yan, Zhong Yonghui. Application of Mathematical Modeling in the Teaching of Architecture Courses. Earthquake Engineering and Reinforcement Renovation, 2024, 46(04): 187. [3] Li Xianyong. Practical Exploration of Resource Development for High School Mathematical Modeling Courses Aimed at Advancing Thinking. Mathematics Bulletin, 2024, 63(07): 6-10+15. [4] Zhang Wentao. Construction and Implementation of High School Mathematical Modeling Courses Guided by Core Competencies. Journal of Chinese Education, 2024, (02): 1-8. [5] Lan Xiaoyin, Zhu Wenfang. Significance and Value of Integrating Mathematical Modeling into Middle School Courses. Journal of Mathematics Education, 2023, 32(03): 8-12. [6] Yu Shiyang. Construction and Practice of the Mathematical Modeling Education System Based on the ADDIE Model. Collection of Science and Education, 2024, (17): 62-65. [7] Chen Mingsong, He Minyuan, Chen Xiaoguan. Teaching Reform of Mathematical Modeling Courses Based on Online-Offline Blended Mode. Science & Education Guide, 2024, (22): 145-147. [8] Xie Zhanshou. Exploration of the Development and Practice of High School Mathematical Modeling School-Based Courses. Qinghai Education, 2024, (06): 31-32. [9] Fan Xueshuang, Li Yunjuan. Practice of Integrating Ideological and Political Elements into Mathematical Modeling Courses. Modern Business & Industry, 2024, 45(14): 244-247. [10] Li Yuqi, Sun Youping, Li Bing, et al. Exploration of Teaching Reform for Mathematical Modeling and Computational Methods Courses Based on “Engineering Orientation”. Science & Technology Vision, 2024, 14(17): 12-15. [11] Ma Heping, Li Beibei. Research on the Reform of Mathematical Model Courses Based on Mathematical Modeling Competitions. Modern Vocational Education, 2024, (15): 93-96. [12] Ma Wenhui. Exploration of Teaching Reform by Integrating Mathematical Modeling into Higher Mathematics Courses. Knowledge Repository, 2024, 40(08): 147-150.