Modelling Problems from a Cognitive Perspective

Looking at modelling from a cognitive perspective has largely been neglected in the current discussion regarding modelling. Using the mathematical didactical and cognitive-psychological approach of mathematical thinking styles, this study analyses the modelling performed by teachers and students in context-bounded mathematics lessons. This study is complex, and so are the results. The focus of this paper is on the depiction of reconstructed and so-called individual modelling routes of sixteen-year-old learners working in groups on modelling problems during mathematics lessons. These routes provide an insight into the learners' cognitive procedures during modelling.