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Mathematical modelling plays a prominent role in German mathematics education. The significance of modelling problems in school and in teacher education has increased over the last decades, accompanied by various research projects. In addition, there has been a vivid discussion on the implementation of modelling in schools. This chapter gives on overview on the current state of mathematical modelling in German speaking countries. After a short summary of the development of the past years, a widespread conceptualisation of modelling competence as well as its description within the German Educational standards is presented. Ways of implementing mathematical modelling in classrooms as well as in everyday lessons but also via modelling projects are described and an example of one of these problems worked on by students of grade 9 over two years is given. Furthermore, different modelling cycles are shown and their aims and usage in different circumstances are outlined. In addition, research questions currently being discussed are addressed and an example for a quantitative research project is given.

Publication details

DOI: 10.1007/978-3-030-11069-7_4

Full citation:

Vorhölter, K. , Greefrath, G. , Borromeo Ferri, R. , Leiß, D. , Schukajlow, S. (2019)., Mathematical modelling, in L. Hefendehl-Hebeker (ed.), Traditions in German-speaking mathematics education research, Dordrecht, Springer, pp. 91-114.

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