Learning how to teach mathematical modelling –

in school and teacher education

Rita Borromeo Ferri

University of Kassel, Germany
 Modeling

Outline

1 Modelling Competency
2 Modelling in Primary School
3 Modelling in Secondary and High‐School 
4 Teacher competencies for modelling
5 Summary

Rita Borromeo Ferri‐Universidad de Kassel, 
Alemania
 Modeling

1 MODELING COMPETENCY

Rita Borromeo Ferri‐Universidad de Kassel, 
Alemania
 Modeling

Mathematical Modeling:
translation R ↔ M

“extra‐mathematical world” – “reality” – “real world” – „rest of 

the world” (Pollak): nature, culture, society, everyday life, ...

Rita Borromeo Ferri‐Universidad de Kassel, 
Alemania
 Modeling

extra-mathematical
knowledge (EMK) 3

mathematical 1 Understanding the task

real model model 2 Simplifying/Structuring the
extra-mathematical knowledge 2
task; using/need of (EMK),
(EMK) 6 depends on the task
real 1 mental representation 4 3 Mathematising; EMK is
situation of the situation needed here strongly
6 4 Working mathematically,
real mathematical using individual
results results mathematical
competencies
5 5 Interpreting
rest of the world mathematics 6 Validating

Rita Borromeo Ferri‐Universidad de Kassel, 
Alemania
 Modeling

Here is a situation – think about it! (Pollak)

“Faro Isla Mocha”

On the Island Mocha, directly on the coast, a
lighthouse called “Faro Isla Mocha” was built
in 1896, measuring 30.7 m in height.
Its beacon was meant to warn ships that they
were approaching the coast.

How far, approximately, was a ship from the

coast when it saw the lighthouse for the first
time? Explain your solution.

Rita Borromeo Ferri‐Universidad de Kassel, 
Alemania
 Modeling

Modelling competency (Blum/Galbraith/Henn/Niss 2007):
 Ability to construct and to use mathematical models by 
carrying out appropriate steps as well as to analyse or to 
compare given models

Competencies also basis for “mathematical literacy” (PISA)
 “Mathematical concepts, structures and ideas as tools to 
organise the phenomena of the physical, social and mental 
world” (Freudenthal, 1983)

Rita Borromeo Ferri‐Universidad de Kassel, 
Alemania
 Modeling

By modelling more sense (subjective meaning) for students
“Modeling helps to keep the kids together” (Pollak, 2007)

Rita Borromeo Ferri‐Universidad de Kassel, 
Alemania
 Modeling

Learning of mathematical modeling starts in primary school…

Primary School Secondary/

University
High School

… and continues up to teacher education
Necessary:
• appropriate modeling tasks
• quality teaching at all levels (the teacher matters most!)

Rita Borromeo Ferri‐Universidad de Kassel, 
Alemania
 Modeling

University educators should work as “multiplicators” for modeling

Secondary/
High School
University

Primary School

pre-service in-service
teacher education teacher training

Rita Borromeo Ferri‐Universidad de Kassel, 
Alemania
 Modeling

2 MODELING IN
PRIMARY SCHOOL

Rita Borromeo Ferri‐Universidad de Kassel, 
Alemania
 Modeling

Case studies in primary school (since 2005)

Central research question:

• Which conditions for the teaching and learning of

mathematical modeling in primary school are necessary?
(for the learners and teachers)

qualitative and quantitative studies

(Borromeo Ferri/Blum, 2013)

Rita Borromeo Ferri‐Universidad de Kassel, 
Alemania
 Modeling

„The Big Foot“ (Lesh/Doerr 2003) (from grade 3 on)

Please help the police to catch the thief of the jewels!

Look at the footprint and find out the height of the
person!

Justify your answer.

Which competencies are needed?

Rita Borromeo Ferri‐Universidad de Kassel, 
Alemania
 Modeling

A lot of substantial 
mathematical 
activities become 
visible; example:
• Knowledge, skills and ideas about: arithmetic operations, 
We measured Nico‘s foot and it is 22.5 cm …
decimal numbers, measurement, proportional thinking
• and on the picture it is 40 cm, and now we
Modeling, e.g. taking assumptions independently, finding a 
model  double the 22.5 cm and …
• Communicating: reading and presenting the results

Rita Borromeo Ferri‐Universidad de Kassel, 
Alemania
 Modeling

„There was a lot of mathematics

in this task! We had to think
about many things before we
began to calculate.” (Esra, grade 4)

Rita Borromeo Ferri‐Universidad de Kassel, 
Alemania
 Modeling

3 MODELING
IN SECONDARY AND
HIGH SCHOOL

Rita Borromeo Ferri‐Universidad de Kassel, 
Alemania
 Modeling

Cognitive view on modeling processes: COM²‐project 

(Borromeo Ferri, 2007, 2011, 2015, in press)

Research questions:
o How do grade 10 students solve modelling 
tasks, and what influence do the mathematical 
thinking styles of the learners have on their 
modelling processes?
o How do mathematical thinking styles of 
teachers influence their way of dealing with 
mathematical modelling problems in the 
classroom?

Rita Borromeo Ferri‐Universidad de Kassel, 
Alemania
 Modeling

Cognitive view on modeling processes

Research methods and design of the study:

• Qualitative empirical study (videography /semi‐

structured interviews/questionnaire)
• Sample: 65 students (3 grade 10 classes) and 3 
teachers

questionnaire on  working on three interview with the

MTS modeling problems teachers
(groups video‐taped; 
teacher audiotaped)

Rita Borromeo Ferri‐Universidad de Kassel, 
Alemania
 Modeling

Cognitive view on modeling processes

Examples of individual modeling routes for same task
(Borromeo Ferri, 2007, 2010):
Claus (a) Daniel (v)

extra-mathematical
knowledge

mathematical
real model model

extra-mathematical knowledge

real 1 situation
situation model

real mathematical
results results

rest of the world mathematics

Rita Borromeo Ferri‐Universidad de Kassel, 
Alemania
 Modeling

Cognitive view on modeling processes

A “modelling route” describes an individual 
modelling process on an internal or external level. 
The individual starts this process during a certain 
phase, according to his/her preferences, and then 
goes through different phases, focussing on 
certain phases or ignoring others.

Rita Borromeo Ferri‐Universidad de Kassel, 
Alemania
 Modeling

Teaching and learning principles for modelling lessons

(based on research findings (Borromeo Ferri 2018):

Variation of methods: systematic change  group work/ 
partner work/ individual work 

Ideal‐typical phases of lessons:
1) Presentation of task in plenum
2) Co‐constructive work: single‐group‐single
3) Presentation of solutions in plenum
4) Comparison of solutions and reflection

Rita Borromeo Ferri‐Universidad de Kassel, 
Alemania
 Modeling

Connecting Theory and Practice – Modelling Days

Complex authentic modeling problems should also be integrated!
“Modeling days”, “Modeling weeks” (from grade 9 on)

Rita Borromeo Ferri‐Universidad de Kassel, 
Alemania
 Modeling

Characteristics of authentic examples and activities:
 originating from business or industry;
 often no solution known, 
 various problem definitions and solutions 
possible;
 importance of own activities (no spectator sport);
 no fast intervention by the teacher!

Rita Borromeo Ferri‐Universidad de Kassel, 
Alemania
 Modeling

Examples of recent modeling days:
 How can the mixture of chemicals in swimming pools be 
optimized?
 How can helicopters in a ski area be positioned in an optimal way 
to help injured people quickly?
 Traffic lights versus roundabout traffic – what is the best traffic 
arrangement?

Rita Borromeo Ferri‐Universidad de Kassel, 
Alemania
 Modeling

Modelling Days – Course Concept

for prospective Secondary, High‐school and Vocational teachers

semester
Part I – Theory (University)

Part II – Practice
3 modelling days with learners in Secondary or High‐school

High‐school students Two pre‐service 

as a group of five teachers as a team
chose one of three coach a group of
modellling problems learners

Rita Borromeo Ferri‐Universidad de Kassel, 
Alemania
 Modeling

Rita Borromeo Ferri‐Universidad de Kassel, 
Alemania
 Modeling

4 MODELING IN
TEACHER EDUCATION

Rita Borromeo Ferri‐Universidad de Kassel, 
Alemania
 Modeling

Important: supply teachers with knowledge and abilities to teach 
mathematical modeling successfully
Specific competencies and attitudes necessary (Ball & Bass, Doerr, 
Lingefjärd, Kaiser et al., COACTIV, TEDS)

Questions (studies since 2007):
o Which competencies are necessary for teaching mathematical 
modeling?
o How can teachers be supplied with these competencies?

Rita Borromeo Ferri‐Universidad de Kassel, 
Alemania
 Modeling

Model of teacher competencies (PCK) for modelling
(Borromeo Ferri & Blum, 2010, Borromeo Ferri, 2018):

a) Ciclos de modelación
Dimensión teórica b) Metas & perspectivas de la modelación
c) Tipos de tareas de modelación

a) Solución múltiple de tareas de modelación

Dimensión de tarea b) Análisis cognitivo de las tareas de modelación
c) Desarrollo de las tareas de modelación

a) Planificación de las clases con tareas de 

Dimensión de instrucción modelación
b) Hacer clases con tareas de modelación
c) Intervenciones, soporte y retroalimentación

Dimensión de diagnóstico a) Reconocer las fases en la tarea de modelación

b) Reconocer dificultades y errores
c) Pruebas con calificaciones

Rita Borromeo Ferri‐Universidad de Kassel, 
Alemania
 Modeling

5 SUMMARY

Rita Borromeo Ferri‐Universidad de Kassel, 
Alemania
 Modeling

Encouraging results from several research studies:
Mathematical modeling can be taught and learned successfully 
and sustainably from primary school up to university, if
 it is implemented into everyday teaching and into teacher 
education
 teachers and educators have necessary competencies
 criteria for quality teaching are considered 

Rita Borromeo Ferri‐Universidad de Kassel, 
Alemania
Thank you for your attention!

Prof. Dr. Rita Borromeo Ferri

University of Kassel, Germany