Recognizing constructs within mathematical modelling

There has been much research on specifying frameworks within which the mathematical modelling develops, or assessing such tasks to properly reward student achievement. Little attention has so far been paid to recognizing attainment levels of students at defined stages of a modelling process. In this research we discuss a research tool that has the potential to identify a student's development in mathematical modelling, to gauge the effectiveness of teaching styles adopted and to enhance learning. We report on pilot applications of a questionnaire at two universities in the UK. We discuss the construction and testing of the research instrument and consider implications of the research and directions for further research.