Systematic Literature Review On The Evaluation Of Mathematical Modeling Competencies

Abstract

This article presents a systematic review of the national and international literature on mathematical modeling competencies. The research explores the differences and commonalities between the two literatures by examining in detail the trends in the assessment of modeling competencies. A comprehensive search of ERIC, Web Of Science, Scopus and TR Index databases yielded 32 studies that met the inclusion criteria. The selected studies cover the years 2011-2023 and indicate a simultaneous focus in both national and international literature. The studies in the national literature are predominantly qualitative, while quantitative research designs are preferred in the international literature. In both literatures, the participants are mainly pre-service teachers and middle school students. In particular, the tools used to assess mathematical modeling activities differ in the national and international literature; written student responses and video recordings are used in the national literature, while student responses and modeling competency scales are applied in the international literature. When the aims of the studies in the national and international literature on mathematical modeling competencies are examined, the studies on the effect of applications such as Geogebra and STEM on modeling competencies emphasize the supportive effect of these applications on students' competencies. The article also shows that the national literature tends towards holistic and micro assessment