Abstract
In recent years many curricula all over the world have included modelling competencies and their promotion (Kaiser & Brand, 2015). There is, however, a need within the current modelling literature domain to investigate what modelling competencies are and how they vary in mathematically weak and strong groups of students. This study examined how mathematical modelling competencies displayed in seventh grade students working in two groups. It was qualitative in nature and it took competencies from existing literature into a detailed analysis of the modelling situation. The findings firmly supported the premise that strong group exhibit higher levels of modelling competencies than weak group. The differences in the levels of groups were more apparent in competencies of a sense of direction, planning and monitoring, understanding, mathematising, and validating. Recommendations for further studies include studies of heterogenous groups and further teacher development in the field of modelling.
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