Abstract
The aim of this paper is twofold: to show the necessity of teaching story problems in secondary school as preparation for mathematical modelling; and to call attention to the cognitive method: a method for transforming verbally‐given problems into mathematical form, either during the teaching of story problems in school, or while mathematical modelling in science, business, economics or industry is being carried out. The cognitive method concerns problems which lead to equations, inequalities or functions or their systems; so it concerns a variety of fields, including linear programming. The examples in this paper are in the field of linear programming.
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