Modelling in mathematics classrooms

Modelling is not only written into educational standards throughout Germany; other European countries also demand the integration of reality-based, problem-solving tasks into school mathematics. In reality, however, the situation is quite different. In many places mathematics lessons are still dominated by exercises in simple calculation and one step word problems. Why is this so and what prevents teachers from introducing modelling in their everyday teaching practice? In order to explore this issue in depth, an empirical study was conducted in Germany. This book presents the research questions, the survey design and the results revealed by this study.