Pre-service mathematics teachers’ professional modeling competencies: a comparative study between Germany, Mainland China, and Hong Kong

Abstract Although mathematical modeling plays an important role in many curricula worldwide, significant discrepancies persist the importance of ordinary mathematics classrooms and teacher education. This paper compares pre-service teachers’ professional competencies three different regions—Germany, Mainland China, Hong Kong—where educational cultural traditions differ, including modeling. In total, 232 teachers from regions completed a task covering content knowledge (MCK) pedagogical (MPCK) The results show that Germany demonstrated strongest MCK MPCK modeling; by contrast, China Kong relatively weaker were also found to be unevenly developed at competence levels for regions. These differences may attributed history curricula, education, teaching culture these