ABSTRACT
The most obvious consequence of the considerations is to include mathematical modelling and its teaching in the key phases of mathematics teacher education, also and especially in professional development activities for practising teachers. A special feature of a many digital tools is the availability of statistical packages, which are of particular relevance to mathematical modelling. In addition to possessing knowledge, competencies and strategies, students must be willing to deal with extra-mathematical tasks and problems. The inclusion of modelling and applications activities in mathematics teaching may take several forms. W. Blum and M. Niss distinguish between six types of approaches to such inclusion: separation, two-compartment, islands, mixing, curriculum integrated and interdisciplinary integrated. It is important to include modelling not only in instruction but also in achievement or diagnostic tests and in examinations as well as in all kinds of feedback that teachers give to their students during teaching/learning processes.
