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Abstract Mathematical modelling is a dynamic research field. This article presents a systematic literature review of recent developments in mathematical modelling from an international perspective. In identifying relevant modelling perspectives, we draw on the goals of modelling and the characteristics of modelling tasks as our theoretical foundation and analyzed recent modelling research in terms of (1) the attributes of studies, including geographical distribution, participants, methodological approaches, and conceptual frameworks; (2) the goals of modelling, characteristics of tasks, and perspectives on modelling; and (3) the relationships between modelling perspectives and study attributes. Focusing on studies concerning students from early childhood to secondary school, we identified 4045 initial publications, from which we selected and analyzed 108 peer-reviewed journal articles and ICTMA book chapters published between January 2020 and April 2024. The analysis revealed significant interest in mathematical modelling across a range of perspectives and, in particular, an emphasis on formative goals related to the development of modelling competence. Authenticity and cognitive richness also emerged as key characteristics of modelling tasks. Additionally, we noted that the educational modelling perspective defined by a combination of formative goals and cognitively rich tasks emerged as a prominent focal point within recent modelling research. A key finding of the review was that further research is needed on under-explored nuances of each modelling perspective, such as upper-secondary students within the educational perspective. Our findings also highlighted the need for theory development to connect the various conceptual frameworks in modelling.
Krawitz et al. (Mon,) studied this question.