“…Despite the existence of an increasing number of studies that allow us to investigate and learn about the mathematical modelling process (Albarracín and Gorgorió [6]; Alsina, Á., Toalongo, Trelles and Salgado [7]; Bliss and Libertini [8]; Blum and Borromeo [9]; Carreira, Amado, Lecoq [10]; Ortiz, Rico and Castro [11]; Toalongo, Alsina, Á., Trelles and Salgado [12]; Trelles, Toalongo and Alsina, Á. [13]; Trelles, Toalongo and Alsina, Á. [14]; Wess and Greefrath [15]), it is also true that the curricula in many countries do not offer clear guidelines that allow teachers to implement mathematical modelling in the classroom and outline how it should be evaluated (Trelles and Alsina, Á.…”