A study of the role of data in statistical and mathematical modelling

This paper examines the role of data in mathematical and statistical modelling, addressing its importance for students’ inquiry in mathematics education. The study focuses on how students’ actions with data contribute to delimiting problems, constructing models, and validating results. We revisit two Danish case studies: grade five students investigating physical activity with TinkerPlots and upper secondary students designing a facial recognition system with GeoGebra. Using the anthropological theory of the didactic, we analyse students’ question–answer processes, milieus, and data moves. Findings show that data served as a driver for inquiry, enabling autonomy and innovation, but also highlighted the need for orchestration and teacher support to develop conceptual understanding. The study underlines potentials and challenges of integrating data-driven modelling in school settings.