Mathematical modeling in education: contributions and visibility of an Argentine research group

Abstract

This article examines the trajectory and contributions of a mathematics education research group in Argentina—the Mathematical Modeling Group (MMG)—which has developed sustained initiatives in mathematical modeling (MM) across diverse educational contexts since the late 1990s. Using a qualitative case study approach, the article combines a metasynthesis of teaching and research experiences with a bibliometric analysis of citations to selected publications. The metasynthesis identifies two main areas of contribution: (1) MM in preservice teacher education; and (2) collaborative work between researchers and teachers focused on MM. A socio-critical perspective underpins both strands, highlighting MM’s potential to address real-world problems and foster interdisciplinary, inclusive, and reflective practices. At the same time, the study adopts the epistemological stance of humans-with-media, recognizing digital technologies as meaningful co-participants in the modeling process. The citation analysis shows that, although MMG’s work is cited internationally, it remains underrecognized in key academic communities—especially in Latin America. These findings underscore both the relevance of MMG’s contributions and the persistent challenges of gaining global visibility from peripheral contexts, contributing to broader debates onknowledge circulation in mathematics education.