Exploring Transfer Issues in Mathematical Modelling Across Diverse Real-World Contexts at the Primary Level

Abstract Mathematical modelling typically involves the application of mathematics within real-world contexts. The diverse range of these contexts defines the scope within which modelling competencies can be applied. While transfer issues across contexts are well documented among older students, it remains unclear whether such challenges also arise at the primary school level with less complex mathematical demands. Therefore, this study investigates how different real-world contexts affect primary school students’ performance in solving mathematical modelling problems and explores how these students transfer modelling competencies across various contexts. Using a mixed-methods design, 136 third- and fourth-grade students completed paper-and-pencil tests featuring modelling problems with varied real-world contexts but identical mathematical structure. Subsequently, stimulated recall interviews were conducted with 10 students. Results indicate that problems situated in school-related contexts were solved more successfully than those in private or vocational contexts. Notably, differences in performance persisted even when students recognized the mathematical equivalence of the problems. These findings highlight the importance of incorporating a wider variety of real-world contexts in primary mathematics education to enhance students’ modelling competencies and address transfer issues more effectively.