Mathematical modelling in the international baccalaureate, teacher beliefs and technology usage

Mathematical modelling is perceived as one way of introducing more real life activities into mathematics lessons. This article investigates the introduction of mathematical modelling into the mathematics assessment programme of the International Baccalaureate Diploma. The article considers structured and open modelling in the context of this pre-university mathematics programme. The influence of the use of hand held technology on mathematical modelling, as well as teacher and assessor beliefs about modelling are discussed with a view to the supporting of the incorporation of open modelling into the coursework components of mathematics education