Abstract Mathematical modeling tasks require modelers to consider both real-world elements and mathematical elements while constructing models that represent real-world phenomena. While there is much research on the processes involved in constructing models, little research has explored modelers’ centers of focus (i.e., noticing) while solving mathematical modeling tasks and how those centers of focus inform their strategies for solving mathematical modeling tasks. Through analyzing data from two pairs of undergraduate pre-service teachers, using our Student Noticing Framework for Modeling, we present three cases illustrating how pre-service teachers’ centers of focus informed their model construction. Our case analysis paves the way for complex theorizing related to designing modeling tasks and organizing instruction in ways that elicit particular centers of focus for mathematical modeling.
Kularajan et al. (Tue,) studied this question.