Review highlights teachers' growth in mathematical modeling competencies, suggesting effective task design improves teaching.
Mathematics educators have examined mathematical modeling, where students tackle authentic real-life problems and develop problem-solving strategies with a sense of agency.However, few empirical studies have been conducted to illuminate the developmental process of teachers' competencies in mathematical modeling, particularly for elementary school teachers.Scholars have noted that elementary mathematics teachers can effectively teach mathematical modeling by designing tasks that consider students' abilities and preferences.In this vein, this review paper introduces a study conducted by Jung (2023), which examines the developmental process of an elementary school mathematics teacher's competencies in mathematical modeling and how she overcame related challenges.
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Sunghwan Hwang (2024) studied this question.
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