A Systematic Review of Research on the Use of Mathematical Modelling in the South African Education

Following the introduction of mathematical modelling (MM) in the South African National Curriculum Statement in 2003, research on its use in the South African context has expanded considerably. In this chapter, we conduct a systematic review of empirical studies published in the 2003–2022 period focusing on MM and the beliefs about MM and its role in the South African education. Our analyses reveal preponderance of investigations focusing on the instruction provided to (prospective) teachers on the way MM should be taught and used as an instruction tool. On the other hand, we found no research exists on the use of technology in MM instruction or the interface between MM and ethno-mathematics.