Teachers’ Roles and Teaching Behaviors in Mathematical Modeling Pedagogy

Abstract

Mathematical modeling instruction, as a crucial approach to fostering students' mathematical application awareness and model-based thinking, necessitates a fundamental shift in teachers' teaching philosophies and behaviors. Adopting a "guidance-to-reconstruction" framework, this study examines the developmental path of teacher role transformation in this setting. The study first identifies the core objectives and behavioral characteristics of mathematical modeling instruction, arguing that the teacher's role evolves from a mere knowledge transmitter to a learning facilitator, context designer, and thinking facilitators. Through analysis of practical teaching cases and relevant literature, the paper reveals three stages of teacher role transformation: instructional guidance, modeling support, and instructional reconstruction. This progression demonstrates the teacher's crucial role in organizing problem situations, guiding students' modeling thinking, and promoting teamwork and reflection. The findings suggest that this behavioral shift constitutes not merely a methodological update but a fundamental reconceptualization of teachers’ professional identity. Finally, the paper proposes targeted recommendations for teacher development based on practical reflection and interdisciplinary integration, offering theoretical and practical insights for the advancement of mathematical modeling instruction.