An examination of mathematical modeling tasks designed by pre-service elementary mathematics teachers

The aim of this study is to examine the mathematical modeling tasks designed by pre-service elementary mathematics teachers in terms of key modeling components. A multiple case study design was adopted, with each pre service teacher considered as a separate case. The participants were 43 pre service teachers enrolled in the "Mathematical Modeling in Mathematics Education" elective course at a public university in the Eastern Anatolia Region. Data were collected from the modeling tasks developed by the participants. The tasks were analyzed based on four main themes identified in the literature: reality, openness, complexity, and model eliciting. The findings indicate that the tasks designed by the pre-service teachers were generally strong in terms of real-world connection and openness. However, most tasks were found to have a low level of complexity, suggesting that they did not sufficiently promote deep thinking and the development of multiple solution strategies. Regarding model eliciting, while the majority of the tasks exhibited positive features, some tasks showed superficial model development processes. It was also observed that most pre-service teachers created original or adapted tasks, although additional support in fostering creative thinking skills is needed in some cases. Based on these results, it is recommended that teacher education programs place greater emphasis on mathematical modeling instruction, particularly focusing on developing the ability to design complex modeling tasks and adapting tasks for different grade levels.