Mathematical Modeling and Attitudes Toward Learning It in Elementary Education: A Literature Review

Abstract

This article presents an exhaustive review of how conventional mathematics instruction creates emotional barriers, such as apathy and stress. The objective of this study is to analyze, through a review of the scientific literature, the impact of mathematical modeling on students’ attitudes in general basic education. A representative sample of 15 scientific articles published between 2015 and 2026 was selected. Data were collected from high-impact databases such as SciELO, Redalyc, Dialnet, and Google Scholar using structured search strings and recorded in a matrix for data extraction based on specific inclusion criteria. The findings show that mathematical modeling reduces emotional barriers, promotes collaborative work, and stimulates the development of mathematical communication—provided that the activities are based on real-world contexts relevant to the students— . It is also emphasized that teacher guidance is important for the implementation of the proposed activities. The conclusion reached is that mathematical modeling is more than a teaching technique; it is a pedagogical approach that transforms the relationship with this discipline and the prejudices held about it by making students the protagonists of their own learning.