Since the 1960s, studies have been carried out on what mathematical modelling is, from which perspectives it should be evaluated, whether it should be used as a goal or as a tool, and above all, how it should be taught. Mathematical modelling education aims to provide students with the ability to use mathematical skills to solve real world problems. However, there are different approaches and opinions on mathematical modelling education and it is sometimes difficult to establish a common understanding on this subject. This study examines a new model developed to reveal how mathematical knowledge generated through mathematical modelling processes is abstracted. For this purpose, a model is proposed that enables the RBC+C Model, which is a theoretical and methodological model, to be used in the analysis of the mathematics education process carried out in the environment of mathematical modelling activities. It is predicted that the existence of epistemic actions can be seen in the experimental modelling environment in which mathematical abstractions take place and therefore this situation will help to understand whether the model expected to be created is abstracted or not. It was determined that four of the modelling process steps discussed in general terms in this study corresponded to four of the epistemic action steps by ignoring the effect and time magnitude. In this case, it can be concluded that the RBC+C Model can be used as a "diagnostic tool" or "explanatory tool" in the analysis of mathematical knowledge created in the modelling process. As mathematical modelling is used in various fields other than education, this model can be used in education to help students develop their mathematical thinking skills through activities involving modelling and abstraction.