In many fields, including mathematics, biology, computer science, and engineering, using mathematical
modeling to get practical insight into real-world issues is highly regarded. One useful technique for
modeling is differential equations. Students can interact with differential equations in a contextual setting
through modeling. Teaching mathematics in context has the potential to provide students with a foundation
for their understanding of the subject and serve as cognitive roots. In light of this, how can instructors
employ mathematical modeling to give students contextual differential equation learning experiences?
Three case studies were used in a study conducted in New Zealand. A mathematical modeling course, a
lecturer, and students participated in each case study. All of the course material included differential
equation-based modeling exercises and examples. This essay will include details about each course, the
primary modeling exercises that each course employed, and instances of how students applied differential
equations to these exercises. Additionally, information on the three speakers' shared approaches to teaching
differential equations through mathematical modeling will be shared.