Mogens Niss is Professor of Mathematics and Mathematics Education at Roskilde University (RUC), Denmark. Werner Blum is Professor of Mathematics Education at the University of Kassel, Germany.

"This is an important resource for teachers of mathematical modeling. It offers a general framework for the fundamental ideas involved in both mathematical modeling and the enterprise of teaching it, and it sums up and explains the relevant empirical research. It contains concrete illustrations of classroom modeling activities and highlights several case studies of implementation of mathematical modeling in mathematics curricula." - Paul J. Campbell, Mathematics Magazine"It is, in my view, the way mathematics education should be done. And if it is any indication of the quality other volumes in the IMPACT series, this volume on mathematical modeling recommends those other volumes as well." - Michael N. Fried, Mathematical Thinking and Learning

• 1. Introduction 2. Conceptual and theoretical framework – models and modelling: what and why? 3. Modelling examples 4. Modelling competency and modelling competencies 5. Challenges for the implementation of mathematical modelling 6. What do we know from empirical research – selected findings on the teaching and learning of mathematical modelling 7. Cases of mathematical modelling from educational practices 8. Focal points for the future

Mogens Niss is Professor of Mathematics and Mathematics Education at Roskilde University (RUC), Denmark. Werner Blum is Professor of Mathematics Education at the University of Kassel, Germany.

"This is an important resource for teachers of mathematical modeling. It offers a general framework for the fundamental ideas involved in both mathematical modeling and the enterprise of teaching it, and it sums up and explains the relevant empirical research. It contains concrete illustrations of classroom modeling activities and highlights several case studies of implementation of mathematical modeling in mathematics curricula." - Paul J. Campbell, Mathematics Magazine"It is, in my view, the way mathematics education should be done. And if it is any indication of the quality other volumes in the IMPACT series, this volume on mathematical modeling recommends those other volumes as well." - Michael N. Fried, Mathematical Thinking and Learning

• 1. Introduction 2. Conceptual and theoretical framework – models and modelling: what and why? 3. Modelling examples 4. Modelling competency and modelling competencies 5. Challenges for the implementation of mathematical modelling 6. What do we know from empirical research – selected findings on the teaching and learning of mathematical modelling 7. Cases of mathematical modelling from educational practices 8. Focal points for the future

Mogens Niss is Professor of Mathematics and Mathematics Education at Roskilde University (RUC), Denmark. Werner Blum is Professor of Mathematics Education at the University of Kassel, Germany.

"This is an important resource for teachers of mathematical modeling. It offers a general framework for the fundamental ideas involved in both mathematical modeling and the enterprise of teaching it, and it sums up and explains the relevant empirical research. It contains concrete illustrations of classroom modeling activities and highlights several case studies of implementation of mathematical modeling in mathematics curricula." - Paul J. Campbell, Mathematics Magazine"It is, in my view, the way mathematics education should be done. And if it is any indication of the quality other volumes in the IMPACT series, this volume on mathematical modeling recommends those other volumes as well." - Michael N. Fried, Mathematical Thinking and Learning

• 1. Introduction 2. Conceptual and theoretical framework – models and modelling: what and why? 3. Modelling examples 4. Modelling competency and modelling competencies 5. Challenges for the implementation of mathematical modelling 6. What do we know from empirical research – selected findings on the teaching and learning of mathematical modelling 7. Cases of mathematical modelling from educational practices 8. Focal points for the future