Mathematical modelling as knowledge to be taught: Comparative insights

Speaker:

Prof. Heidi Strømskag, NTNU

Abstract:

Mathematical modelling has become a critical component of mathematics education, highlighting its importance for both academic inquiry and real-world problem-solving. This talk is based on an ongoing study of the didactic transposition of mathematical modelling at secondary and university levels, with examples from France and Norway. Framed by the Anthropological Theory of the Didactic, the analysis reveals variations in curricular priorities and textbook content. At the secondary level, a comparative analysis of textbooks reveals key differences in how modelling tasks and techniques are presented. French textbooks typically prioritise algebraic models within intramathematical systems, while Norwegian textbooks focus on data-driven approaches, such as regression analysis, with a stronger orientation towards applied problem contexts. At the university level, the study examines dominant conceptions of modelling, contrasting “application-oriented” approaches that emphasise ready-made models with “integration-oriented” perspectives that foreground interdisciplinary and recursive processes. The findings illustrate challenges in translating scholarly modelling practices into structured, teachable knowledge, complicated by the absence of a unified discourse on modelling across educational institutions. The talk concludes by reflecting on implications for curriculum development and teacher preparation.