ABSTRACT
In this chapter, we will consider teacher practice in the teaching of mathematical modelling. Examples of how teaching of mathematical modelling is approached in a few selected countries will be discussed to demonstrate the differences in teaching practices as well as the common understanding of what is important or essential in a mathematical modelling classroom. The discussion will also highlight what teachers of mathematical modelling really need in order to carry out a successful modelling lesson. This leads to the classification of student learning experiences into three levels, based on student preparedness in a modelling class and the design and purpose of the learning experiences. Finally, a framework for teaching mathematical modelling is presented, along with some illustrative examples.
