International Group for the Psychology of Mathematics Education (PME)

Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1

Sense-making in Mathematical Modelling: Investigating College Students’ Competencies in a Food Security Modelling Task

Wisani Hlangwani, Miranda Moodley, Jacob Jaftha, Duncan Mhakure

University of Cape Town

49th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2026Helsinki27 July 2026 - 1 August 2026pp. 635–642ISSN 2790-36482026Scopus conference code 336559
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Abstract

This study investigates how mathematical sense-making manifests during the modelling process among Technical and Vocational Education and Training College mathematics students. Using a qualitative case study design, thirty third-year national certificate vocational students collaborated in groups to solve a food security modelling task. Qualitative data comprised written group solutions, modelling competency rating summaries by mathematical modelling expert raters, and transcripts of audio-recorded discussions of students solving the modelling task. Findings revealed significant disparities in sense-making across modelling competencies: stronger in assumption-making but limited in computing and interpreting, and mathematical reasoning.

Keywords

Mathematical ModellingSense-MakingModelling Competencies

Recommended citation

Hlangwani, W., Moodley, M., Jaftha, J., & Mhakure, D. (2026). Sense-making in Mathematical Modelling: Investigating College Students’ Competencies in a Food Security Modelling Task. In Krzywacki H., Hähkiöniemi M., Haataja E., Hannula M.S., Hästö P. (Eds.), Proceedings of the International Group for the Psychology of Mathematics Education, Volume 1 (pp. 635–642). Psychology of Mathematics Education (PME). ISSN 2790-3648.
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