Challenges and Perceptions of Mathematical Modelling Among Norwegian Pre-Service Teachers

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Observational study examines challenges with mathematical modelling in pre-service teachers, highlighting gaps in perception and interpretation.

Pre-service teachers struggle with mathematical modelling, particularly in interpreting their results meaningfully.
The study reveals that gaps in assumptions hinder pre-service teachers' ability to provide general expressions for solutions.
Based on interviews and observations, challenges faced in the modelling process are closely related to classroom activities.
Encountering different classroom formats led to misaligned expectations concerning mathematical modelling tasks.

Lien et al. (2025) studied this question.

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Observational study examines challenges with mathematical modelling in pre-service teachers, highlighting gaps in perception and interpretation.