A Review of Research on Mathematical Modeling Problems and Self-efficacy of Middle School Students

Abstract

Introducing mathematical modeling problems into middle school mathematics classes is of great significance for cultivating middle school students’ awareness and ability of mathematical innovation and mathematical application. This study uses the method of literature analysis to review the current research in related fields and finds that middle school students generally have cognitive barriers in the process of solving mathematical modeling problems. The seven-step cycle mathematical modeling schema (SSCS) can be used to analyze students’ cognitive barriers in the modeling process. In addition, existing studies combining middle school mathematical modeling with self-efficacy use the self-efficacy scale and find that students often show low self-efficacy when facing mathematical modeling problems, which indicates that middle school students have emotional barriers when facing mathematical modeling problems. Finally, some studies have found that improving the teaching of mathematical modeling in middle schools can help students eliminate some of these barriers.