In 2020, Year 12 students at John Curtin College of the Arts, were required to model COVID-19 data from five different countries in order to find correlations between daily infections and unemployment rates, in order to make future predictions. Work received from students demonstrated how the task successfully provided unique learning…

A widely used instrument was implemented to ascertain the mathematical modelling competency displayed by a cohort of South African learners in grade 10 and grade 12 of the school mathematics programme in South Africa. The cohort comprised 471 grade 10 and 200 grade 12 learners from schools serving learners from low socio-economic status…

This study explores the attitudes of mathematics pre-service teachers, based on their initial exposure to a model-eliciting challenge. The new Curriculum and Assessment Policy Statement determines that mathematics students should be able to identify, investigate and solve problems via modelling. The unpreparedness of mathematics teachers in…

This paper draws on a one year study of three secondary school classrooms to examine the nature of student-student-technology interaction when working in partnership with computer algebra systems (CAS) on mathematical modelling tasks and the classroom affordances and constraints that influence such interaction. The analysis of these data indicates…

A cognitive/metacognitive framework is presented for analysing applications tasks and responses to these. Conditions facilitating or impeding access to such tasks at the upper secondary level were identified using qualitative data analysis techniques within this framework. Strategies employed in exploiting, or overcoming these conditions were…