A discussion on the inspiration of IMM theoretical framework for mathematical modeling teachingin China - a case study of Su Jiao Edition
刍议IMM理论框架对国内数学建模教学的启发——以苏教版为例

摘要

数学建模是六大核心素养之一，数学建模活动需要学生六大核心素养的综合参与，它培养和提高着学生的综合素质。然而国内大部分的高中数学建模教学还处在一个摸着石头过河的阶段。Interdisciplinary Mathematical Modeling理论框架（后文简写为IMM）[1]用于描述多学科背景下的数学建模过程，为数学建模过程提供了跨学科的新视角。本文结合IMM理论框架，从国内数学建模教学的困境出发，思考并得到了一些启发。

Abstract

Mathematical modeling is one of the six core qualities. Mathematical modeling activities need the comprehensive participation of the six core qualities of students. It trains and improves the comprehensive quality of students. However, most of the high school mathematical modeling teaching in China is still in the stage of crossing the river by feeling the stones. The theoretical framework of Interdisciplinary Mathematical Modeling (IMM) [1] is used to describe the process of mathematical modeling in a multidisciplinary context, providing a new interdisciplinary perspective for the process of mathematical modeling. Based on the theoretical framework of IMM, this paper considers and gets some inspirations from the predicament of mathematical modeling teaching in China.