Plenary lectures Can Modelling be Taught and Learnt? Some Answers from Empirical

The lecture consists of four parts: In the first part, the terms used in this lecture (modelling, modelling task, modelling competency, word problem) are recollected from a cognitive point of view by means of examples. Furthermore, reasons are summarised why modelling is an important and also demanding activity for students and teachers. In the second part, concrete examples are given of students ’ difficulties when solving modelling tasks, and some important findings concerning students dealing with modelling tasks are presented. The third part concentrates on teachers; examples of successful interventions are given, as well as some findings concerning teachers treating modelling examples in the classroom. In the fourth part, some implications for teaching modelling are summarised: considering quality criteria, encouraging multiple solutions, using a broad spectrum of intervention modes, and fostering students ’ solution strategies. Eventually, some encouraging (though not yet fully satisfying) results on the development of modelling competency from our own empirical investigations in the context of the project DISUM are presented