Mathematical modelling in Norwegian schools

A study of teachers’ conceptions and practices, and views on potentials and challenges

Authors

  • Shaista Kanwal
  • Ingeborg Lid Berget

Keywords:

mathematics

Abstract

This study explores Norwegian school mathematics teachers’ (grade 5–10) conceptions and teaching practices regarding mathematical modelling, as well as their views on its potentials and challenges, following the inclusion of mathematical modelling in the current Norwegian national curriculum — The Knowledge Promotion Reform (LK20). Ten mathematics teachers took part in semi-structured interviews. The findings show that most teachers conceptualise mathematical modelling in line with the curriculum, however, the teachers lack understanding from a cognitive perspective. The teachers focus on student engagement in their teaching practices that also emerged as a significant challenge, in addition to finding good tasks and guiding and evaluating students’ work.

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Published

2025-12-31

How to Cite

Kanwal, S., & Lid Berget, I. (2025). Mathematical modelling in Norwegian schools: A study of teachers’ conceptions and practices, and views on potentials and challenges. NOMAD Nordic Studies in Mathematics Education, 30(4), 94–116. Retrieved from https://tidsskrift.dk/NOMAD/article/view/163674

Issue

Vol. 30 No. 4 (2025): The teaching and learning of mathematical modelling in the Nordic and Baltic contexts

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Articles

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