ABSTRACT
The interest in the teaching and learning of mathematical applications and modelling that gained international momentum in the late 1970s soon expanded to include a focus on students’ ability to engage in and undertake mathematical modelling processes. Around the turn of the 21st century, the notion of modelling competency and competencies as the common term for the abilities gradually came into general use. In the KOM project, the focus is on the general notion of mathematical competence – i.e., an individual’s capability and readiness to act appropriately and in a knowledge-based manner, in situations and contexts that involve actual or potential mathematical challenges of any kind. The KOM competency flower shows that each competency has distinct identity of its own but that, nevertheless, all competencies overlap. Successful activation of the modelling competency usually involves, at least, the problem handling, representation, symbols and formalism, reasoning, and communication competencies and oftentimes the aids and tools competency and the thinking competency as well.
