Reimagining Mathematical Modeling Pedagogy: A Systematic Review of Strategies for Preservice Teacher Education

Abstract

This study delves into the transformative role of mathematical modeling in enhancing mathematics education for preservice teachers. Mathematical modeling, a method that applies mathematical concepts to solve real-world problems, is identified as a pivotal educational tool for bridging the gap between abstract mathematical theories and practical applications. Through a comprehensive qualitative analysis of the literature, this research investigates innovative teaching strategies, including Project-Based Learning (PjBL), Inquiry-Based Learning (IBL), technology-enhanced learning, the flipped classroom model, and interdisciplinary approaches, to ascertain their effectiveness in teaching mathematical modeling. The study underscores educators' challenges, such as mathematical anxiety and resistance to new methodologies, and proposes solutions like professional development and curriculum redesign to overcome these obstacles. By integrating real-world contexts into authentically designed mathematical modeling tasks, the study aims to foster a deeper understanding and appreciation of mathematics among preservice teachers, ultimately preparing them to incorporate mathematical modeling in their future classrooms effectively. The findings suggest that embracing innovative teaching strategies and addressing educational challenges significantly improves the teaching and learning of mathematical modeling, thereby enhancing preservice teachers' mathematical proficiency and problem-solving skills in real-world scenarios.