The integration of mathematical modeling tasks into primary education: A comparative study of Croatia and Slovenia

Abstract

This study examines the practical aspects of introducing mathematical modeling into primary mathematics education in Slovenia and Croatia. It aims to explore how students approach mathematical modeling tasks, whether they rely solely on mathematical operations or integrate non-mathematical knowledge, and what strategies they employ during problem-solving. Teachers in Slovenia and Croatia were prepared by training to present mathematical modelling tasks to 231 students, ages 10 to 11. Students solved three group tasks analyzed using a three-level framework to assess solution sophistication. Most students demonstrated basic problem-solving strategies with a smaller proportion achieving advanced reasoning and multi-criteria analysis. Croatian students more frequently employed diverse strategies reflecting differences in curricular emphasis between the two countries. The ability to engage in mathematical modeling is essential in today’s world, yet effective teaching approaches remain undefined. This study underscores its potential in primary education and calls for further research to refine instructional methods and enhance student outcomes. Teachers can be trained in less than three months to effectively implement mathematical modeling tasks. With this training, students can develop foundational modeling skills in fewer than six lessons, enabling them to apply mathematical reasoning to real-world problems.