This article presents a case study of students modelling epidemics with differential equation systems. The study introduces spin-off learning as a process intertwined with learning mathematics and examines the conditions for ‘spin-off’ learning to occur when modelling epidemics. Learning mathematics is conceptualised in terms of emergent modelling and models and identified by the associated progressive, horizontal and vertical mathematising in textual analysis. Signs of ‘spin-off’ learning are linked with the mathematising. Furthermore, the ‘spin-off’ learning is related to the direction of modelling being either expressive or explorative. As a result, the stratification of students’ mathematising activities and the introduction of the notion of direction served to pinpoint a variety of conditions for ‘spin-off’ learning internal to the modelling processes. In addition, the results showed the huge potential in mathematical modelling for ‘spin-off’ learning which might be realised and utilised at a societal level for preparation against new crises.publishedVersio
