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SUMMARY
A peer tutoring scheme to support the learning of mathematical models and mathematical modelling is described and evaluated. In the scheme students worked together in self‐selected groups on several tasks to carry out and report on an investigation which required creative mathematical modelling, to investigate certain mathematical models published in the literature and to prepare a seminar for their peers to include written notes, an oral presentation and a poster presentation.
The evaluation suggests that the students who prepared a particular topic understood that topic very well, and that the rest of the class benefited most from the written notes that were prepared for them.
