Abstract
In automated training in mathematics, as in the ASYMPTOTE project (Adaptive Synchronous Mathematics Learning Paths for Online Teaching in Europe), modelling tasks are a challenge in their creation and technical implementation. In modelling tasks, working with mathematics is concretised in the application area. Mathematical work is understood as a process of modelling: First, mathematical models are derived from a real problem; then the mathematical model is solved; finally, the mathematical solution is interpreted with regard to reality and the original problem is validated by the solution. This process focuses on the transition between the reality and the mathematical level. This paper focuses on this transition and its requirements and explains design principles of modelling tasks using examples from proportion and percentage calculation.
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