Developing mathematical modelling competence: conceptual clarification and educational planning

Abstract

In this paper we introduce the concept of mathematical modelling competence, by which we mean being able to carry through a whole mathematical modelling process in a certain context. Analysing the structure of this process, six sub‐competences are identified. Mathematical modelling competence cannot be reduced to these six sub‐competences, but they are necessary elements in the development of mathematical modelling competence. Experience from the development of a modelling course is used to illustrate how the different nature of the sub‐competences can be used as a tool for finding the balance between different kinds of activities in a particular educational setting. Obstacles of social, cognitive and affective nature for the students' development of mathematical modelling competence are reported and discussed in relation to the sub‐competences.