Drivers for Mathematical Modelling: Pragmatism in Practice

Abstract

In mathematical modelling, the way that certain topics are introduced depends upon many complex interacting factors, but for the teacher, learner or researcher being in touch with the real world is a key factor. Behaviours of students when faced with real-world problems are commonly represented in terms of activity within a modelling cycle but not all behaviours fit such a model; students exhibit non-linear behaviours and even within such cycles they can, and do, follow individual modelling routes. In this context, with competing and varied drivers for mathematical modelling and recognising issues of assessment, this chapter addresses the following questions: How well do students link mathematical knowledge to the task? How far away is the real world? Is mathematical modelling itself a driver for mathematical modelling?