Secondary school students’ competencies and motivation to engage in mathematical modelling tasks in a virtual learning environment

This study explores secondary school students’ competencies and motivation to engage in mathematical modelling (MM) tasks a Virtual Learning Environment (VLE). The is based theoretically on the didactical cycle sub-competencies required for its application, situated expectancy-value theory, VLEs’ design literature. Participants were 770 ninth graders who took part 5-day online summer camp, designed as VLE, aiming at introducing them mathematics within tech industry. Research tools include Padlet MM observations assessing sub-competencies, well pre-post questionnaire VLE. Observations questionnaires also used identify features of VLE that support motivation. Findings show demonstration diverse levels forming model, mainly moderate-high solving questions model interpreting results. Students improved their self-concept ability task difficulty expectancies, attainment interest values tasks. Finally, VLE’s structured activities learning materials, along with instructional collaborative learning, supported MM. contributes literature regarding setting.