Identifying positioning and storylines about mathematical modelling in teacher–student dialogues in episodes from two upper secondary classrooms.

This article investigates how mathematical modelling is communicated and how student agency is manifested in two Norwegian upper secondary classrooms during lessons on mathematical modelling. Using positioning theory as an analytic lens, the study examines teacher–student dialogues to identify storylines and the extent to which students take initiative in the modelling process. Findings indicate that while students show agency when critiquing mathematical models based on everyday experiences, they have limited opportunities to engage in the initial stages of modelling, such as formulating assumptions and mathematizing real-world problems. The teaching observed primarily emphasizes procedural techniques, like regression analysis in GeoGebra, with less focus on open-ended decision-making or exploring multiple modelling approaches. The study highlights the importance of classroom positioning in shaping students' involvement and suggests that fostering student agency requires teachers to balance formal mathematical instruction with real-world contextual engagement.