Effect of teaching with mathematical modeling on students’ mathematics achievements: A meta-analysis

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Teaching with mathematical modeling enhances students’ mathematics achievement with an effect size of 0.845.
Heterogeneity in effect sizes was confirmed (Q=174.533), indicating the need for further analysis of underlying factors.
The study employed a meta-analysis method based on 45 qualifying studies and found no signs of publication bias.
Moderators such as research design and content area significantly influenced the effectiveness of teaching with mathematical modeling.

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Meta-analysis reveals mathematical modeling significantly improves students’ mathematics achievement, indicating high effectiveness.

Ünlü et al. (2025) studied this question.

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