Conceptual and procedural demands embedded in modelling tasks

This research maps individual items in a questionnaire onto modelling tasks and analyses the conceptual and procedural demands embedded in those tasks. Links are made between the questionnaire items, the modelling tasks and an analysis of alternative answers chosen or provided by the students. The rationale is based upon the need to understand the knowledge base from which the students embark upon mathematical modelling tasks. Our research suggests mechanisms for understanding further the demands placed upon students in the activity and raises questions in relation to the teaching and learning paradigms used.