Mathematical modeling in secondary education: A literature review and a narrative account of the teaching process

Abstract

The purpose of this article is to analyze recent scholarly research on mathematical modeling in secondary education through a narrative literature review. Using a qualitative approach, we examined 21 scholarly articles in the Scopus database published between 2022 and 2026, based on the inclusion criteria of open access and English language. The main findings indicate that Blum and LeiB’s modeling cycle constitutes the primary theoretical framework, which is increasingly integrated with teaching frameworks aimed at ensuring deep conceptual understanding and centered on inquiry-based learning. The most notable pedagogical benefits are associated with mathematical literacy, the development of 21st-century skills—critical thinking and creativity—as well as increased school motivation by connecting concrete mathematics to students’ environments and the use of digital technologies. However, implementing a mathematics teaching model must address pressing concerns (related to a lack of teacher training, time constraints within the school framework, and pressure from the rise of standardized tests that prioritize algorithmic processes). Finally, the potential of modeling can be further demonstrated in relation to addressing teachers’ professional development needs and making deliberate adjustments to the curriculum aimed at bridging the persistent gap between theoretical frameworks and classroom practice in secondary education.