Mathematical modelling is an effective approach that helps students develop a deep understanding of mathematical concepts by connecting mathematics to real-life contexts and to other disciplines. Model Eliciting Activities (MEAs) are student-centred processes in which learners use modelling methods to solve complex real-world problems. This case study aimed to design interdisciplinary MEAs for pre-service teachers, to evaluate these activities according to modelling principles, and to examine participants’ views after the implementation. The data consisted of the developed MEAs, video transcripts from the implementation process, and audio transcripts of semi-structured interviews. Content analysis, descriptive analysis, and rubric-based evaluation were used. The results showed that although the activities did not fully meet all modelling principles, they largely aligned with them and provided meaningful contributions to pre-service teachers’ learning. Interview findings indicated that participants’ initially general views became more specific over time, and that interdisciplinary modelling activities increased both motivation and classroom interaction.
Güner et al. (2025) studied this question.