Abstract
Introducing and fostering the teaching of mathematical modelling and applications is a long-standing concern in mathematics education. Already in the days of the New Math reform, applications and modelling were an international concern. For instance, the first issue of Educational Studies in Mathematics in 1968 was devoted to this topic collecting contributions of a conference with the title “Teaching mathematics so as to be useful” (Freudenthal 1968). The paper of Pollak (1979) that he presented at ICME 3 in Karlsruhe 1976 was a landmark, often quoted until today. In the German speaking countries, the 1976 conference in Klagenfurt on “Anwendungsorientierte Mathematik” (Dorfler and Fischer 1976) was an early supporting event. The creation of the ICTMA community dates back to 1983 and is another land mark in this development with its biannual conferences. More recent, the ICMI Study 14 (Blum et al. 2007) provides an excellent overview of the international state of the art. Many contributions in these conferences and studies are constructive in nature: They develop courses, examples, assessment schemes and so on. The number of empirical research papers however is also growing. The study document of the ICMI study summarises the still needed research by means of detailed research questions in the following nine domains. We are quoting some specific and some general research questions (see Blum et al. 2002, p. 155–167, for more details):
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