A framework for success in implementing mathematical modelling in the secondary classroom

A framework to support successful implementation of mathematical modelling in the secondary classroom was developed from transitions between stages in the modelling process and the cognitive activities associated with these. This framework is used to analyse implementation of a task with a Year 9 class. Cognitive activities engaged in during the task and competencies and technological knowledge required to complete the task successfully are identified. This framework can be used by teachers, researchers, and curriculum designers to design tasks and predict where in a given task blockages occur, hence allowing advance consideration of scaffolding for in-the-moment classroom decisions. Internationally the field of applications and mathematical modelling in education features prominently in every continent and research into teaching and learning through applications and mathematical modelling is currently being pursued with renewed vigour in many parts of the world (Kaiser, Blomhoj, & Sriraman, 2006), boosted by the 14th International Commission on Mathematical Instruction (ICMI) study on applications and modelling in mathematics education held in 2004. The recently published volume by Blum, Galbraith, Henn, and Niss (2007) from this study contains an up-to-the-minute account of progress and challenges within the field. International initiatives currently addressing these challenges include, for example, the Organisation for Economic Co-operation and Development Programme for International Student Assessment (OECD PISA) project, which includes the following within its assessment domains.