Abstract
This study aims to investigate opportunities to experience mathematical modeling process in tasks with realistic context in middle school mathematics textbooks under the 2015 revised national curriculum. Analyzing 10 different kinds of middle school mathematics textbooks based on the analysis frame, we found that tasks with relevant and essential context were quite less than tasks with camouflage context. For mathematical modeling process in the tasks with relevant and essential context, there were not enough opportunities to experience mathematical modeling process given in mathematics textbooks.
 Particular stages of mathematical modeling process were heavily provided and there was no task dealing with the whole mathematical modeling process. And there was huge variation among mathematics modeling of tasks across textbooks, grade levels, and content areas. This study offers meaningful implications for the future research and development of tasks in mathematics textbooks.
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