Model Development Sequences for Advancing Mathematical Learning of Adults Returning to Higher Education

Mathematical knowledge is essential for adult learners’ advancement in academic and professional settings; however, instructional strategies for adult learners in higher education often emphasize memorizing procedures while neglecting their personal and professional experiences. Such approaches limit opportunities to leverage these experiences for developing meaningful mathematical understanding. Grounded in the Models and Modeling Perspective, this exploratory qualitative case study examines how a Model Development Sequence (MDS) supports the development of mathematical knowledge of adult learners returning to higher education. The participants were a group of seven first-year business adult learners enrolled in the Applied Mathematics in Business course at a higher education institution. Data were analyzed using protocol coding to describe the types of mathematical models the participants constructed. Findings indicate that participants progressed from creating models requiring redirection, grounded in proportional reasoning, to developing more sophisticated models based on linear and exponential functions. The MDS supported learners in refining, extending, and adapting their models, strengthening their conceptual understanding of variation, linear and exponential functions, and covariational reasoning. Moreover, the participants’ personal and professional experiences were central to model development. This study contributes to research on adult mathematics education by demonstrating the potential of MDS to support meaningful mathematical learning.