Mathematical modelling in teaching

2026

Fosse, T., Lange, T., & Meaney, T. (2026). Mathematical modelling in the early years of school. In T. Meaney, C. Benz, A. Montone, B. DiPaola & M. Fiorentino, (Eds.) Engaging with mathematics in the early years: Results from 6^th POEM conference (pp. 153-168). Springer. https://doi.org/10.1007/978-3-032-16065-2_10

Kasari, G., & Steffensen, L. (2026). Exploring the potential of mathematical modelling for integrating issues about multilingual mathematics classrooms in teacher education. Mathematics Education Research Journal, 1-27. https://doi.org/10.1007/s13394-026-00569-0

2025

Frejd, P., Ärlebäck, J. B., & Vos, P. (2025). Fostering student’s mathematical literacy through mathematical modelling tasks. In O. H. Bolstad, S. Goodchild, & M. Goos (Eds.), International perspectives on teaching and learning for mathematical literacy (pp. 178–203). https://doi.org/10.1163/9789004710962_008

2024

Berget, I. L., & Vos, P. (2024). Kva er matematisk modellering? Tangenten – tidsskrift for matematikk­undervisning, 35(2), 2–8. https://tangenten.no/wp-content/uploads/2024/05/tangenten_2_2024_berget_vos.pdf

Frejd, P., & Vos, P. (2024). The spirit of mathematical modelling – a philosophical study on the occasion of 50 years of mathematical modeling education. Mathematics Enthusiast, 21(1), 269–300. https://doi.org/10.54870/1551-3440.1626

Hansen, R. (2024). Authenticity in preservice teacher-designed modelling tasks. In H.-S. Siller, V. Geiger, & G. Kaiser (Eds.), Researching mathematical modelling education in disruptive times: International perspectives on the teaching and learning of mathematical modelling (pp. 283–293). Springer. https://doi.org/10.1007/978-3-031-53322-8_22

Hansen, R. (2024). Problem design based on Realistic Mathematics Education. In C.K. Skott, et al. (Eds.), Interplay between research and teaching practices in mathematics education: Proceedings of NORMA24, The tenth Nordic Conference on Mathematics Education (pp. 168–175). Swedish Society for Research in Mathematics Education.

Lode, B. (2024). A tool for authentic assessment? Preservice teachers’ initial learning to teach mathematical modelling in a school setting. In H.-S. Siller, V. Geiger, & G. Kaiser (Eds.), Researching mathematical modelling education in disruptive times: International perspectives on the teaching and learning of mathematical modelling (pp. 341–351). Springer. https://doi.org/10.1007/978-3-031-53322-8_27

Steffensen, L., Lilland, I., &, Zhou, S. (2024). Democratic practices as part of mathematical modelling in schools. Democracy & Education, 32 (2), Article 3. https://democracyeducationjournal.org/home/vol32/iss2/3

Vos, P. (2024). Modellering som matematisk verktøykasse [Modelling as a mathematical toolbox]. Tangenten – tidsskrift for matematikk­undervisning, 35(2), 1. https://tangenten.no/wp-content/uploads/2024/05/tangenten_2_2024_vos.pdf

Vos, P. (2024). The Public Understanding of Mathematical Modelling (PUMM). In H.-S. Siller, V. Geiger, & G. Kaiser (Eds.), Researching mathematical modelling education in disruptive times: International perspectives on the teaching and learning of mathematical modelling (pp. 81‒98). Springer. https://doi.org/10.1007/978-3-031-53322-8_6

Vos, P., Wiik, A. & Hernandez-Martinez, P. (2024). “Imagine, maths is used anywhere, and we don’t get to know this” – upper secondary students and the relevance of advanced mathematics. Frontiers in Education, 9, Article 1338205, 1–14. https://doi.org/10.3389/feduc.2024.1338205.

Zhou, S., &, Rasmussen, N. H. W. (2024). Teacher interventions in group modelling. In C.K. Skott, et al. (Eds.), Interplay between research and teaching practices in mathematics education: Proceedings of NORMA24, The tenth Nordic Conference on Mathematics Education (pp. 425–432). Swedish Society for Research in Mathematics Education.

Zhou, S., Steffensen, L., & Hansen, R. (2024). Discourse structures when modelling a dream bag of candies. In H.-S. Siller, V. Geiger, & G. Kaiser (Eds.), Researching mathematical modelling education in disruptive times: International perspectives on the teaching and learning of mathematical modelling (pp. 479–489). Springer. https://doi-org/10.1007/978-3-031-53322-8_39

2022

Frejd, P., & Vos, P. (2022). A commentary on the Special Issue “Innovations in measuring and fostering mathematical modelling competencies”. Educational Studies in Mathematics, 109, 455–468. doi: https://doi.org/10.1007/s10649-021-10122-4

Lode, B. (2022). Should the turn be counted, or not …? Analysing learning loop contexts of preservice teachers professionalising in the teaching of mathematical modelling. In G. A. Nortvedt et al. (Eds.), Proceedings of NORMA 20: The ninth Nordic Conference on Mathematics Education (pp. 153–160). Svensk förening för MatematikDidaktisk Forskning. ISBN 978-91-984024-6-9. ISSN 1651-3274.  

Vos, P., & Frejd, P. (2022). Grade 8 students’ appropriation of Sankey diagrams – the first cycle in an educational design research. Journal on Mathematics Education, 13(2), 289–306. https://doi.org/10.22342/jme.v13i2.pp289-306

Vos, P., & Frejd, P. (2022). The modelling cycle as analytic research tool and how it can be enriched beyond the cognitive dimension. In J. Hogdsen et al. (Eds.), Proceedings of the 12th Conference on European Research in Mathematics Education (CERME-12) (pp. 1185–1192). Free University of Bozen-Bolzano and ERME). https://hal.archives-ouvertes.fr/hal-03759063

Zhou, S., & Hansen, R. (2022). When mathematics in three acts meets mathematical modelling. Proceedings of the 12th Conference on European Research in Mathematics Education (CERME-12) (pp.1185–1192). Free University of Bozen-Bolzano and ERME. https://hal.archives-ouvertes.fr/hal-03759064

Mathematics teacher educators Rationale for Mathematical Modelling in Teacher education (RMMT)