Abstract
The development of mathematical modeling activities and projects in the education of future teachers is of vital importance because, both in curricular documents on initial mathematics teacher preparation, and in curricular documents on secondary education, the introduction of applications and modeling for the teaching of mathematics is recommended. Several researchers indicate that, if future teachers are intended to design modeling activities for their classes in high school, they need to have modeling experiences during their initial preparation. This article describes a modeling scenario created for future mathematics in which various modeling activities are developed. In particular, open-ended modeling projects are carried out on freely selected topics. Based on data collected over seven years, modeling experiences carried out in this scenario are presented. It shows the type of topics that were selected, the mathematical contents that were used in formulating the problems, and the important role of technologies in a modeling process. The detailed analysis of a project allows a demonstration of achievements, difficulties and reflections on modeling. It concludes with some reflections that highlight the need to rethink the actions proposed in the modeling scenario created, and to coordinate actions between mathematicians and mathematical educators so that modeling is understood, by future teachers, as a mathematical activity and as a pedagogical approach.