Posing and Solving Modelling Problems-Extending the Modelling Process from a Problem Posing Perspective

In mathematics education, pre-formulated modelling problems are used to teach mathematical modelling. However, in out-of-school scenarios problems have to be identified and posed often first before they can be solved. Despite the ongoing emphasis on the activities involved in solving given modelling problems, little is known about the activities involved in developing and solving own modelling problems and the connection between these activities. To help fill this gap, we explored the modelling process from a problem posing perspective by asking the questions: (1) What activities are involved in developing modelling problems? and (2) What activities are involved in solving self-generated modelling problems? To answer these research questions, we conducted a qualitative study with seven pre-service teachers. The pre-service teachers were asked to pose problems that were based on given real-world situations and to solve their self-generated problems while thinking aloud. We analyzed pre-service teachers' developing and subsequent solving phases with respect to the problem posing and modelling activities they were engaged in. Based on theories of problem posing and modelling, we developed an integrated process-model of posing and solving own modelling problems and validated it in the present study. The results indicate that posing own modelling problems might foster important modelling activities. The integrated process-model of developing and solving own modelling problems provides the basis for future research on modelling problems from a problem posing perspective.