Developing Students’ Modelling Competency Through Digital Tools: A Systematic Review of Current Research

Source abstract

Abstract In both research and practice, there is a growing interest in mathematical modelling using digital tools. The use of such tools is not limited to the mathematical working phase but is observed across many phases of the modelling process. Nevertheless, how digital tools support and influence the development of modelling competency and its sub-competencies is, as yet, only partially explored. This review examines the characteristics of research on modelling with digital tools, their impact on the development of modelling competency and its sub-competencies, and which modelling activities using tools are associated with which sub-competencies. The findings show a focus on qualitative approaches and tools such as GeoGebra and math trail apps. Positive influences on modelling competency were found, but they depend heavily on tool use and study design, and are therefore often not generalisable. Students’ tool-based activities were most frequently reported during mathematisation, working mathematically, and validation. This review identifies major research gaps, particularly regarding quantitative evidence, and under-researched sub-competencies and tools. Overall, the results provide a structured overview of the current state of research and underscore the potential digital tools have to foster modelling competency, while highlighting the need for more robust and diversified empirical investigations.