The diversity of ways we define and measure mathematical modelling skills
In short: A systematic review of 75 peer-reviewed studies found that while mathematical modelling competencies are a major focus in education, there is no single agreed-upon way to define or measure them. The research revealed that most current work relies on an analytical, bottom-up approach to break these skills into various sub-competencies.
The study highlights a rich variety of measurement methods, though researchers frequently rely on non-standardized tests. Regarding education, most papers focus on training strategies for specific modelling courses rather than broader pedagogical frameworks.
This review synthesizes two decades of literature to map out the current state of the field. A primary limitation is that the analysis identifies a need for more unified theoretical work despite the wealth of existing empirical data.
Why it matters: Understanding complex skills like mathematical modelling requires balancing diverse measurement tools with more unified theoretical frameworks.
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