Advancing Mathematical Modelling Instruction: A Systematic Review of Evidence-Based Practices
Keywords:
mathematical modelling, systematic literature review, instructional designAbstract
This study examines recent literature on the key dimensions and frameworks underlying mathematical modelling instruction. A systematic literature review (SLR) was conducted following the PRISMA protocol, involving the stages of identification, screening, eligibility, inclusion, and synthesis. Data were gathered from three major databases: ERIC, ScienceDirect, and Scopus. From an initial pool of 436 studies, 18 articles met the inclusion criteria and were analyzed in depth. The findings reveal that effective mathematical modelling instruction is built upon a balanced integration of three core dimensions: activity design, pedagogy, and assessment systems. Among these, activity design emerged as the most emphasized, particularly highlighting the importance of authentic, relevant, and open-ended tasks that promote learner engagement and critical thinking. Pedagogical practices focused on teacher facilitation and student-centered learning, while assessment systems addressed the evaluation of both cognitive and process-oriented competencies. The review also indicates that research in this field is predominantly contributed by scholars from Germany, the United States, Turkey, Australia, and Singapore, with a strong focus on secondary education contexts. These results underscore the need for more balanced development across all dimensions and expanded research in diverse educational settings.
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Copyright (c) 2026 Flor Junema C. Mabutin, PhD, Gina Lapinig, PhD, Rabia Abdulrahim EdD (Cand), Ma. Pops Del Rosario, PhD (Cand), Flordemay D. Dupal-ag, MAEd (Cand) (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
