Abstract
This chapter examines and discusses how professional mathematical modellers have learned about modelling as well as their opinions on the teaching of mathematical modelling in upper secondary education. An interview study showed that they developed most of their knowledge about mathematical modelling during their PhD studies and through their occupation by working with ‘real modelling’. According to the interviewees mathematical modelling should be a part of mathematics education in upper secondary school, and in particular it should be more emphasized as a part of general education to develop students’ critical awareness about how models are used in society. They also gave suggestions for approaches to teach modelling and examples of modelling problems to work with from their own workplace.
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