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Data from open modelling sessions for Year 10 and 11 students at an extra-curricular modelling event and from a Year 9 class participating in a program of structured modelling of real situations were analysed for evidence of Niss’s[1] theoretical construct, implemented anticipation, during mathematisation. Evidence was found for all three proposed aspects. With respect to Niss’ s enablers of ideal mathematisation explaining unsuccessful mathematisations, flaws in the modelling of the Year 10-11 students were related to the required mathematics being beyond the knowledge of the group members or poor choice of the particular mathematics to use in the modelling context; whilst unsuccessful attempts at mathematisations in the Year 9 class were related to inability to use relevant mathematical knowledge in the modelling context. The necessity of these enablers as requisites for modelling, particularly in a classroom context, needs further investigation.


School of Education

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Open Access Journal Article

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