While existing studies acknowledge the importance of using technology in the mathematical modelling process, questions about how to integrate digital tools into mathematical modelling are not still answered. This study aims to examine pre-service mathematics teachers’ designing and solving mathematical modelling problems by using different digital tools through the collaboration of two different courses in their education program. The GeoGebra-supported modelling cycle was adopted as the conceptual framework of the study. The case study was used to design the research. The participants of the study were three volunteer pre-service secondary mathematics teachers, who were able to use and integrate digital tools in mathematics education. The pre-service teachers were asked to design a mathematical modelling problem by integrating different digital tools as the final assignment in both courses. The designed mathematical modelling problem, the video records of pre-service teachers’ explanations including the designing and solving process, and the video records of the focus group interview were the data of the study. The results showed that the pre-service teachers were able to design and solve an effective and comprehensive mathematical modelling problem using technology by combining their skills that they had learnt through different courses. In particular, they were able to use different digital tools in both designing and solving a mathematical modelling problem. Their solution also led to the extension of the adopted framework by adding new technological actions into the modelling stages.

尽管现有研究承认在数学建模过程中使用技术的重要性，但如何将数字工具集成到数学建模中的问题仍然没有得到解答。本研究旨在通过教育计划中两门不同课程的协作，检验职前数学教师使用不同数字工具设计和解决数学建模问题的情况。采用 GeoGebra 支持的建模周期作为研究的概念框架。案例研究用于设计研究。该研究的参与者是三名志愿的职前中学数学教师，他们能够在数学教育中使用和整合数字工具。职前教师被要求通过集成不同的数字工具来设计数学建模问题，作为两门课程的最终作业。设计的数学建模问题、职前教师讲解包括设计和求解过程的视频记录以及焦点小组访谈的视频记录是研究的数据。结果表明，职前教师能够结合他们在不同课程中学到的技能，利用技术设计和解决有效且全面的数学建模问题。特别是，他们能够使用不同的数字工具来设计和解决数学建模问题。他们的解决方案还通过在建模阶段添加新的技术动作来扩展所采用的框架。