What traits of mathematical modelling are preserved when taught in school?

If we look at mathematical modelling in scientific contexts and compare with modelling in schools what traits of the activity is then preserved? In a new publication by Britta Eyrich Jessen (DSE, KU) and Tinne Hoff Kjeldsen (MATH, KU) they analyze well known modelling cases from the modern history of mathematics and identify crucial aspects shaping the modelling processes such as what motivates the modelling process, modelling strategy chosen, discussion of epistemic value across disciplinary boundaries, analogies drawn upon, mathematical concepts and theories used, theoretical notions from other areas, empirical data (if any) and different explorative functions. Similarly, they analyze how modelling is supposed to be taught in Danish upper secondary schools analyzing curriculum, textbooks and exam exercises. From this they identify a gap in the external didactic transposition of mathematical modelling and discuss the consequences for students’ learning.

Find the publication here: Mathematical modelling in scientific contexts and in Danish upper secondary education: are there any relations?