Mathematical modeling in primary education A systematic review

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Bárbara Bustos Osorio
Pontificia Universidad Católica de Valparaíso, Chile
https://orcid.org/0000-0002-1323-3570
Elisabeth Ramos-Rodríguez
Pontificia Universidad Católica de Valparaíso, Chile
https://orcid.org/0000-0002-8409-4125
Elvira Fernández Ahumada
Universidad de Córdoba, España
https://orcid.org/0000-0002-3371-5382

Abstract

Traditionally, mathematical modeling has been associated with secondary and higher education. However, recent research highlights its inclusion from the earliest stages of schooling. This study presents a systematic literature review analyzing how mathematical modeling is addressed in primary education. Following the PRISMA 2020 protocol, 107 articles were identified in the Scopus and Wos databases and analyzed across four categories: year of publication, relevant authors, research focus, and distribution by educational level. The findings reveal a steady increase in publications since 2017, with a predominance of studies centred on students and limited research on in-service teachers. In addition, there is a marked concentration of articles on grades 5 and 6, while very few studies focus on the early years (1 to 3). The review concludes that it is essential to move towards the early integration of mathematical modeling into mathematics teaching, together with strengthening both initial and continuing training of current and future primary teachers.

Item information
Published: Dec 18, 2025
Issue: No. 69 (2025): UCMaule
Section: Estudios
DOI: https://doi.org/10.29035/ucmaule.69.63
Keywords: Systematic review, mathematical modelling, early mathematical modelling, elementary/primary education

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How to Cite
Bustos Osorio, B., Ramos-Rodríguez, E., & Fernández Ahumada, E. (2025). Mathematical modeling in primary education: A systematic review. UCMaule, 69, 63-81. https://doi.org/10.29035/ucmaule.69.63
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