Abstract
We present a study on the conceptions of Italian prospective mathematics and physics teachers with respect to modelling activities. Common ground for both the mathematician and the physicist, these activities are a relevant aspect of the Graduate School for Mathematics and Physics Teacher Education curriculum at University of Palermo, Italy. The answers to a questionnaire on the processes of modelling are analysed, according to an a-priori analysis built by taking into account a general scheme of reference on the philosophy of mathematics and physics. The study was performed by using methods of quantitative data analysis: factorial analysis of the correspondences and Gras implicative analysis. The results showed that prospective teachers appear to use mostly a constructivist approach in the modelling processes.
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