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.

https://doi.org/10.15700/saje.v28n4a12