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Research on the Mechanism and Pathways of Feedback from Mathematical Modeling Competition Achievements to Postgraduate Mathematics Teaching

Author(s)

Qi Liu1, Zhenghuan Wang2,*

Affiliation(s)

1College of Basic Science, Tianjin Agricultural University, Tianjin, China 2Xiaodian Primary School, Tianjin, China *Corresponding Author

Abstract

As a high-level academic competition, the National Postgraduate Mathematical Contest in Modeling (NPMC) features cutting-edge, interdisciplinary, and practical characteristics in its problem sets, which align closely with the inherent demands of current postgraduate mathematics education reform. However, the valuable outcomes of the contest have long been confined to a limited number of participating faculty and students, failing to benefit a broader postgraduate population. This study aims to break down this barrier by exploring the mechanisms and pathways through which competition outcomes can feed back into postgraduate mathematics teaching. The paper first analyzes the essence of this feedback, encompassing the transformation of knowledge content, thinking methods, and teaching models. It then systematically constructs a three-layer mechanism model (the Resources-Process-Culture model) from the dimensions of resource transformation, capability transfer, and cultural infiltration. Finally, a four-in-one feedback pathway is proposed: centered on case library development, driven by curriculum module restructuring, powered by innovative teaching models, and supported by evaluation system reform. This study provides a theoretical framework and practical guidance for transforming the elite outcomes of the competition into inclusive generalized teaching resources, offering significant reference value for deepening postgraduate mathematics education reform and enhancing the innovative and practical capabilities of postgraduates.

Keywords

Mathematical Modeling Competition; Achievement Feedback Integration; Instructional Pathway; Postgraduate Education

References

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